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Andrew Davis [76]Andrew Alexander Davis [3]Andrew M. Davis [2]Andrew A. Davis [1]
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  1.  39
    The Credentials of Brain-Based Learning.Andrew Davis - 2004 - Journal of Philosophy of Education 38 (1):21–36.
  2.  26
    To Read or Not to Read: Decoding Synthetic Phonics.Andrew Davis - 2013 - Impact 2013 (20):1-38.
    In England, current government policy on children's reading is strongly prescriptive, insisting on the delivery of a pure and exclusive form of synthetic phonics, where letter sounds are learned and blended in order to ‘read’ text. A universally imposed phonics ‘check’ is taken by all five year olds and the results are widely reported. These policies are underpinned by the claim that research has shown systematic synthetic phonics to be the most effective way of teaching children to read. Andrew Davis (...)
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  3.  15
    New Philosophies of Learning.Ruth Cigman & Andrew Davis (eds.) - 2009 - Wiley-Blackwell.
    Through a collection of contributions from an international team of empirical researchers and philosophers, _New Philosophies of Learning_ signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the (...)
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  4.  30
    Criterion-Referenced Assessment and the Development of Knowledge and Understanding.Andrew Davis - 1995 - Journal of Philosophy of Education 29 (1):3–21.
  5.  21
    Learning and the Social Nature of Mental Powers.Andrew Davis - 2005 - Educational Philosophy and Theory 37 (5):635–647.
    Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets (...)
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  6.  78
    Social Externalism and the Ontology of Competence.Andrew Davis - 2005 - Philosophical Explorations 8 (3):297-308.
    Social externalism implies that many competences are not personal assets separable from social and cultural environments but complex states of affairs involving individuals and persisting features of social reality. The paper explores the consequences for competence identity over time and across contexts, and hence for the predictive role usually accorded to competences.
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  7.  14
    Ability and Learning.Andrew Davis - 1988 - Journal of Philosophy of Education 22 (1):45–57.
  8. Ian Hacking, Learner Categories and Human Taxonomies.Andrew Davis - 2008 - Journal of Philosophy of Education 42 (3-4):441-455.
    I use Ian Hacking 's views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we 'make up' people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as 'dyslexic'. Claims about the 'existence' of learning disabilities cannot be given a clear, simple (...)
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  9.  8
    Logical Defects of the TGAT Report.Andrew Davis - 1990 - British Journal of Educational Studies 38 (3):237-250.
  10.  15
    How Far Can We Aspire to Consistency When Assessing Learning?Andrew Davis - 2013 - Ethics and Education 8 (3):217-228.
    How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of moral particularism and of concepts of incommensurability to oppose the drive for consistency in assessment required by (...)
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  11.  27
    High Stakes Testing and the Structure of the Mind: A Reply to Randall Curren.Andrew Davis - 2006 - Journal of Philosophy of Education 40 (1):1–16.
  12.  4
    Epistemology and Curriculum.Andrew Davis & Kevin Williams - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell.
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  13.  32
    3. Understanding and Holism.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):41–55.
  14.  29
    ‘Lookism’, Common Schools, Respect and Democracy.Andrew Davis - 2007 - Journal of Philosophy of Education 41 (4):811–827.
    The Common School should promote a sense of the distinctive worth of all human beings. How is the respect thus owed to every individual to be properly understood? This familiar question is explored by discussing ‘lookism’, a form of discrimination on the grounds of appearance. The treatment is located within a wider analysis of stereotyping. Ultimately stereotyping overlooks persons as sources of actions with moral significance and as potential owners of moral virtues. The Common School could profitably approach traditionally emotive (...)
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  15.  27
    Do Children Have Privacy Rights in the Classroom?Andrew Davis - 2001 - Studies in Philosophy and Education 20 (3):245-254.
    Arguing that everyone has a right to privacy as control overaccess to `intimate' aspects of one's life, this author draws on thework of Julie Inness to discuss children's rights to privacy inclassrooms. Even if it is agreed that pupils should exercise this right,a central point is that there may be moral or other value considerationsthat justify setting the right aside. Among selected complexities, animportant extension is the right to psychological processes throughwhich learners acquire new knowledge.
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  16.  13
    Neuroscience and Education: A Philosophical Approach.Andrew Davis - 2018 - Educational Theory 68 (2):235-242.
  17.  58
    On Construction in Philosophy.F. W. J. Schelling, Andrew A. Davis & Alexi I. Kukuljevic - 2008 - Epoché: A Journal for the History of Philosophy 12 (2):269-288.
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  18.  62
    Defending Religious Pluralism for Religious Education.Andrew Davis - 2010 - Ethics and Education 5 (3):189 - 202.
    Religious exclusivism, or the idea that only one religion can be true, fuels hatred and conflict in the modern world. Certain objections to religious pluralism, together with associated defences of exclusivism are flawed. I defend a moderate religious pluralism, according to which the truth of one religion does not automatically imply the falsity of others. The thought that we can respect persons even when holding them mistaken strains credulity when we are dealing with religious convictions. Moreover, exclusivism is informed by (...)
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  19. Hegel's Idealism: The Infinite as Self-Relation.Andrew Davis - 2012 - History of Philosophy Quarterly 29 (2).
  20.  25
    Who's Afraid of Assessment? Remarks on Winch and Gingell's Reply.Andrew Davis - 1996 - Journal of Philosophy of Education 30 (3):389–400.
  21.  28
    Philosophy of Mathematics Education.Andrew Davis - 1992 - Journal of Philosophy of Education 26 (1):121–126.
    This book discusses both the philosophy of mathematics and of mathematics education. The first part is a critique of existing approaches and a new philosophy of mathematics. Chapters include: (1) "A Critique of Absolutist Philosophies of Mathematics," (2) "The Philosophy of Mathematics Reconceptualized," (3) "Social Constructivism as a Philosophy of Mathematics," (4) "Social Constructivism and Subjective Knowledge," and (5) "The Parallels of Social Constructivism." The second part of the book explores the philosophy of mathematics education and shows that many aspects (...)
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  22. Social Externalism and the Ontology of Competence Philosophical Explorations.Andrew Davis - 2005 - Philosophical Explorations 8 (3):297-308.
    Social externalism implies that many competences are not personal assets separable from social and cultural environments but complex states of affairs involving individuals and persisting features of social reality. The paper explores the consequences for competence identity over time and across contexts, and hence for the predictive role usually accorded to competences.
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  23.  38
    Schema and Bild.Andrew Alexander Davis - 2012 - Idealistic Studies 42 (1):57-68.
    Immanuel Kant’s “Schema” and J. G. Fichte’s “Bild” are parallel figures of activity that serve as bridges. For both Kant and Fichte, it is not the image/schema taken as product that is primary, but the act of imaging. I show how Fichte leans on the Kantian argumentation of the schematism in order to attempt bridging the gulf critical philosophy leaves between theoretical and practical philosophy. My broader purpose is to indicate how two German Idealists emphasize activity as a way of (...)
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  24.  31
    Recent Dissertations.Andrew Alexander Davis - 2009 - The Owl of Minerva 41 (1/2):1-2.
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  25.  38
    Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein).Andrew Davis - 2009 - Journal of Philosophy of Education 43 (3):371-389.
    What is 'fairness' in the context of educational assessment? I apply this question to a number of contemporary educational assessment practices and policies. My approach to philosophy of education owes much to Wittgenstein. A commentary set apart from the main body of the paper focuses on my style of philosophising. Wittgenstein teaches us to examine in depth the fine-grained complexities of social phenomena and to refrain from imposing abstract theory on a recalcitrant reality. I write philosophy of education for policy (...)
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  26.  7
    Learning and Belief.Andrew Davis - 1986 - Journal of Philosophy of Education 20 (1):7–20.
  27.  14
    Is It Really Possible to Test All Educationally Significant Achievements with High Levels of Reliability?Andrew Davis - 2015 - Ethics and Education 10 (3):372-379.
    PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and aesthetic world. Verdicts on the latter often have holistic features, and there are dangers that such verdicts involve attempts to compare what cannot be compared. Judgments (...)
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  28.  15
    7. Matching.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):107–121.
  29.  9
    It Worked There. Will It Work Here? Researching Teaching Methods.Andrew Davis - 2017 - Ethics and Education 12 (3):289-303.
    ‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of consistency in how teaching should be classified, which in (...)
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  30.  28
    Accountability and School Inspection: In Defence of Audited Self‐Review.Andrew Davis & John White - 2001 - Journal of Philosophy of Education 35 (4):667–681.
  31.  12
    8. Reliability, Validity and Criterion‐Referencing.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):123–143.
  32.  15
    Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag.Andrew Davis - 2013 - Journal of Philosophy of Education 47 (1):31-36.
    In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.
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  33.  14
    Teaching Quality and Cost in the Tumultuous Era of Health-Care Reform.Andrew M. Davis - 2011 - Perspectives in Biology and Medicine 54 (2):256-266.
  34.  11
    Bibliography.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):153–155.
  35.  10
    Bibliography.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):153-155.
  36.  10
    5. Implications for Assessment.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):67-74.
  37.  9
    Accountability and School Inspection: In Defence of Audited Self-Review.Andrew Davis & John White - 2001 - Journal of the Philosophy of Education 35 (4):667-681.
  38.  8
    On the Limits of Language in a Hegelian Metaphysics.Andrew Davis - 2016 - In Allegra de Laurentiis (ed.), Hegel and Metaphysics: On Logic and Ontology in the System. De Gruyter. pp. 181-196.
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  39.  20
    Philosophy, History and Social Science: Educational Research and the Leuven Project.Andrew Davis - 2009 - Journal of Philosophy of Education 43 (4):649-656.
  40.  11
    Matching.Andrew Davis - 1998 - Journal of the Philosophy of Education 32 (1):107-121.
  41.  18
    Can There Be a Moral Psychology of Democratic and Civic Education & Understanding Mathematics.David Carr & Andrew Davis - 1997 - Journal of Philosophy of Education 31 (2):355–364.
  42.  18
    2. Accountability and the Economy.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):19–39.
  43.  18
    1. The Need for a Philosophical Treatment of Assessment.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):1–18.
  44.  7
    2. Accountability and the Economy.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):19-39.
  45.  7
    9. Is There a Future for Assessment and Accountability?Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):145-152.
  46.  16
    Consistency, Understanding and Truth in Educational Research.Andrew Davis - 2006 - Journal of Philosophy of Education 40 (4):487–500.
  47.  14
    5. Implications for Assessment.Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):67–74.
  48.  5
    Can There Be a Moral Psychology of Democratic and Civic Education & Understanding Mathematics.David Carr & Andrew Davis - 1997 - Journal of Philosophy of Education 31 (2):355-364.
  49.  5
    8. Reliability, Validity and Criterion-Referencing.Andrew Davis - 1998 - Journal of the Philosophy of Education 32 (1):123-143.
  50.  5
    9. Is There a Future for Assessment and Accountability?Andrew Davis - 1998 - Journal of Philosophy of Education 32 (1):145–152.
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