26 found
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Frank Fair [25]Frank K. Fair [4]Frank Kenneth Fair [1]
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Frank Fair
Sam Houston State University
  1.  9
    Socrates in the Schools From Scotland to Texas: Replicating a Study on the Effects of a Philosophy for Children Program.Frank Fair, Lory E. Haas, Carol Gardosik, Daphne D. Johnson, Debra P. Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (1).
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  2.  13
    Socrates in the Schools From Scotland to Texas: Replicating a Study on the Effects of a Philosophy for Children Program.Frank Fair, Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (1).
    In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...)
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  3.  4
    Socrates in the Schools: Gains at Three-Year Follow-Up.Frank Fair, Lory E. Haas, Carol Gardosik, Daphne Johnson, Debra Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (2).
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  4.  11
    Teaching Philosophy: A Guide, by Steven M. Cahn.Frank Fair - 2018 - Teaching Philosophy 41 (3):323-326.
  5.  21
    The Fallacy of Many Questions: Or, How to Stop Beating Your Wife.Frank Fair - 1973 - Southwestern Journal of Philosophy 4 (1):89-92.
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  6.  12
    Socrates in the Schools: Gains at Three-Year Follow-Up.Frank Fair, Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (2).
    Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...)
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  7.  28
    Tacts™.Frank Fair, John Miller, Valerie Muehsam & Wendy Elliott - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (2):37-41.
    When the accrediting association for collegiate schools of business, AACSB International, reformulated its accreditation standards to include a systematic assessment of undergraduates’ progress in analytic and reflective thinking, our interdisciplinary team looked at available instruments. Logistical problems, concerns about validity, and an interest in assessing quantitative skills not covered in the available instruments led us to devise the Texas Assessment of Critical Thinking Skills™. As part of the process we followed a suggestion from Scriven and Fisher and incorporated novel multiple-rating (...)
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  8.  29
    Statistics.Frank Fair - 1982 - Teaching Philosophy 5 (2):155-157.
  9.  31
    From the Editor's Desk.Frank Fair - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):3-4.
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  10.  25
    Buddhism, Christianity, and Modern Science: A Response to Masao Abe.Frank Fair - 2005 - Buddhist-Christian Studies 25 (1):67.
  11.  36
    The Logic of Questions and Answers.Frank Fair - 1977 - Teaching Philosophy 2 (3/4):346-347.
  12.  24
    A Word to INQUIRY Readers.Frank Fair - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (2):4-4.
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  13.  23
    Belief in Psychology.Frank Fair - 1989 - Teaching Philosophy 12 (3):293-296.
  14.  27
    Two Problems with Roderick Chisholm's Perceiving.Frank K. Fair - 1976 - Philosophy and Phenomenological Research 36 (June):547-550.
  15.  18
    Readings in Philosophy of Psychology, Vols. One and Two.Frank K. Fair - 1982 - Teaching Philosophy 5 (2):168-170.
  16.  6
    TACTS™: Developing a New Critical Thinking Assessment Instrument.Frank Fair, John Miller, Valerie Muehsam & Wendy Elliott - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (2):37-41.
    When the accrediting association for collegiate schools of business, AACSB International, reformulated its accreditation standards to include a systematic assessment of undergraduates’ progress in analytic and reflective thinking, our interdisciplinary team looked at available instruments. Logistical problems, concerns about validity, and an interest in assessing quantitative skills not covered in the available instruments led us to devise the Texas Assessment of Critical Thinking Skills™. As part of the process we followed a suggestion from Scriven and Fisher and incorporated novel multiple-rating (...)
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  17.  18
    Mindwaves.Frank K. Fair - 1988 - Teaching Philosophy 11 (4):358-359.
  18.  17
    Philosophy of Psychology.Frank Fair - 1985 - Teaching Philosophy 8 (2):176-177.
  19.  8
    Copyright Permission and Disclaimer.Frank Fair - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):2-2.
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  20.  8
    INQUIRY in Transition.Frank Fair - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (1):6-6.
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  21.  9
    J. J. Katz' Logic of Questions: New Departure or Dead End? [REVIEW]Frank Fair - 1975 - Philosophical Studies 27 (4):283 - 290.
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  22.  3
    Belief in Psychology: A Study in the Ontology of Mind. [REVIEW]Frank Fair - 1989 - Teaching Philosophy 12 (3):293-296.
  23.  1
    Mindwaves: Thoughts on Intelligence, Identity, and Consciousness. [REVIEW]Frank K. Fair - 1988 - Teaching Philosophy 11 (4):358-359.
  24.  1
    Thomas Ward Satre, 1940-2000.Frank Fair - 2000 - Proceedings and Addresses of the American Philosophical Association 74 (2):117 - 118.
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  25. Commentary On: Benjamin Hamby's "Willingness to Inquire: The Cardinal Critical Thinking Virtue".Frank Fair - unknown
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  26. Statistics: Concepts and Controversies. [REVIEW]Frank Fair - 1982 - Teaching Philosophy 5 (2):155-157.