19 found
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  1.  4
    Articles.Steven E. Tozer, Debra Miretzky, Steven I. Miller & Ronald R. Morgan - 2000 - Educational Studies 31 (2):106-131.
    Since publication of the 1986 Carnegie Commission report, A Nation Prepared: Teachers for the 21st Century, the professional teaching standards movement has gained noticeable momentum. The professional standards movement in teaching has been fueled by national organizations such as the National Council for Accreditation of Teacher Education, the Interstate New Teachers Assessment and Support Consortium, the National Board for Professional Teaching Standards, the National Commission on Teaching and America's Future, and by close collaboration among these four entities. Further, nearly all (...)
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  2.  20
    Response‐Dependence Theory and Empirical Claims for the Social Sciences.Steven I. Miller - 2006 - Metaphilosophy 37 (5):705-724.
    : The analysis here is an attempt to show how the current epistemological theory of response‐dependence may be relevant to understanding putative ontological claims of the empirical social sciences. To this end I argue that the constitutive features of human response, central to R‐D theory, can be made explicit for social science. I conclude that for the empirical social sciences the implication of combining R‐D and certain forms of statistical analyses leads to the possibility of an events‐based ontology.
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  3.  34
    A Case for "Qualitative Confirmation" for the Social and Behavioral Sciences.Steven I. Miller & Marcel Fredericks - 1991 - Philosophy of Science 58 (3):452-467.
    This paper attempts to clarify the meaning and significance of "qualitative confirmation". The need to do so is related to the fact that, without such a conceptualization, a large portion of the human sciences are relegated to a less than scientific status. Accordingly, "qualitative confirmation" is viewed as a proper subset of traditional confirmation theory. To establish such a case, a general Hempelian framework is utilized, but it is supplemented with two additional levels of confirmation. It is concluded that the (...)
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  4.  21
    Book Review Section 1. [REVIEW]Steven I. Miller, Frank A. Stone, William K. Medlin, Clinton Collins, W. Robert Morford, Marc Belth, John T. Abrahamson, Albert W. Vogel, J. Don Reeves, Richard D. Heyman, K. Armitage, Stewart E. Fraser, Edward R. Beauchamp, Clark C. Gill, Edward J. Nemeth, Gordon C. Ruscoe, Charles H. Lyons, Douglas N. Jackson, Bemman N. Phillips, Melvin L. Silberman, Charles E. Pascal, Richard E. Ripple, Harold Cook, Morris L. Bigge, Irene Athey, Sandra Gadell, John Gadell, Daniel S. Parkinson, Nyal D. Royse & Isaac Brown - 1972 - Educational Studies 3 (1):1-28.
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  5.  20
    Book Reviews Section 3.James L. Jarrett, Walter P. Krolikowski, Charles R. Estes, Hugh C. Black, Charles S. Benson, John Lipkin, Gerald T. Kowitz, Anthony Scarangello, Langston C. Bannister, David N. Campbell, Christine C. Swarm, Steven I. Miller, David H. Ford, William J. Mathis, Don Kauchak, Paul R. Klohr, George W. Bright, Joyce Ann Rich, Edward F. Dash & Marvin Willerman - 1973 - Educational Studies 4 (3):155-168.
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  6.  40
    Another View of Translation Manuals and the Study of Science.Steven I. Miller & Marcel Fredericks - 1997 - Synthese 113 (2):171-193.
    The article argues for the possibility of translation manuals having an implicit internal structure. This structure is composed of specific methodological assumptions and techniques. Using the (N)-type and (G)-type distinction developed by Fuller for the study of scientific behavior, it is shown that these are incomplete characterizations of translation manuals. A more complete characterization must involve an analysis of how the presence or absence of methodological rules influences the interpretation of specific research questions. It is further argued that while Quine's (...)
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  7.  51
    Some Notes on the Nature of Methodological Indeterminacy.Steven I. Miller & Marcel Fredericks - 1991 - Synthese 88 (3):359 - 378.
    This paper is an attempt to extend the meaning of the concept of indeterminacy for the human sciences. The authors do this by coining the term methodological indeterminacy and arguing that indeterminacy is better understood when linked to specific methodological techniques. Paradoxically, while specific research techniques demonstrate that the issue of indeterminacy is complex, yielding the possibility of types and degrees, it does not eliminate the problem of translation first raised by Quine. However, the authors go on to argue that, (...)
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  8.  10
    The False Ontology of School Climate Effects.Steven I. Miller & Janet Fredericks - 1990 - Educational Theory 40 (3):333-342.
  9.  9
    The Qualitative Confirmation of Claims in Social Anthropology: An Application.Steven I. Miller - 1992 - Social Epistemology 6 (1):23 – 33.
  10.  5
    Defining Educational Policy Studies as a Field.Steven I. Miller - 1981 - Educational Studies 12 (2):119-124.
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  11.  7
    Social Science Research and Policymaking: Meta-Analysis and Paradox.Steven I. Miller, Marcel Fredericks & Frank J. Perino - 2008 - ProtoSociology 25:186-205.
    The purpose of this article is to explore some of the non-obvious characteristics of the social science research-social policy paradigm. We examine some of the underlying assumptions of the readily accepted claim that social science research can lead to the creation of rational social policy. We begin by using the framework of meta-analysis as one of the most powerful means of informing policy by way of empirical research findings. This approach is critiqued and found wanting in several ways. Several conceptual (...)
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  12. Taylor Ic Francis. London and Washington. Dc 0269-172bc1992) 6: 1-#.Sonia Ryang, Warren Schmaus, Steven I. Miller, Carl Matheson, Harold Brown, Govindan Parayil, Steven Yearley & Stephen Turner - 1992 - Social Epistemology 6:102.
     
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  13.  13
    The Rationalitätstreit Revisited: A Note on Roth's "Methodological Pluralism".Steven I. Miller - 1999 - Philosophy of the Social Sciences 29 (3):339-353.
    Roth's analysis of the Rationalitätstreit (i.e., the debate(s) about rationality) stands as one of the major works on how the debate affects a wide range of issues in the philosophy of science and the social sciences. His principal thesis is that the debate may be seen as a series of Quine-type "translation manuals," exhibiting characteristics of paradigms (following Kuhn 1970) that can be treated as testable scientific theories by adequate empirical tests. The author argues that Roth's notion of empirically testing (...)
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  14.  24
    Race, Kinds and Ontological Commitments: Issues for Social Policy Clarification.Steven I. Miller & Frank Perino - 2007 - Journal of Applied Philosophy 24 (1):1–15.
  15.  2
    Using 'Ordinary Language Analysis' for Teaching Philosophical Concepts in the Classroom.Steven I. Miller - 1983 - Analytic Teaching and Philosophical Praxis 4 (2).
    A major problem of teaching philosophy to children, in both the public and private sectors, is that the large proportion of children who could benefit by such instruction are never exposed to it. This is the result of many factors including teachers who are not prepared in philosophy, the resistance or inability of schools to offer such instruction, and the unwillingness of philosophers to involve themselves in these kinds of enterprises. Many times the only exposure prospective teachers receive is an (...)
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  16.  11
    Clarifying the "Adequate Evidence Condition" in Educational Issues and Research: A Lakoffian View.Steven I. Miller & Janet Fredericks - 1992 - Educational Theory 42 (4):461-472.
  17.  19
    ‘Evidence’ as an Idealized Cognitive Model.Steven I. Miller - 1994 - Social Epistemology 8 (2):163 – 175.
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  18.  12
    Some Comments on the Utility of Metaphors for Educational Theory and Practice.Steven I. Miller - 1987 - Educational Theory 37 (3):219-227.
  19.  1
    Teacher Competency: Some Conceptual Distinctions and Policy Implications.Steven I. Miller - 1984 - Analytic Teaching and Philosophical Praxis 5 (2).
    The movement to assess teacher competency is becoming a central concern for professional educators, state departments of education, and the public. The major underlying assumption of this concern is that primary and secondary school-aged children are falling far behind in basic skills as compared with their counterparts in other countries. A further concern is that, within this country, variability in teacher competency may exacerbate differences among children of various socioeconomic, racial and ethnic backgrounds and thus perpetuate long-term educational and economic (...)
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