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  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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    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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    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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    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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