Results for 'educational services'

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  1.  27
    Diseño de un modelo de publicidad de los servicios educativos que ofrece El Centro de Estudios Universitarios (Design of a publicity model of educational services offerred by El Centro de Estudios Universitarios).R. Pérez & J. L. Abreu - 2008 - Daena 3 (1):426-613.
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  2. Імідж Викладача Як Основа Підвищення Конкурентоспроможності Внз: Парадигма Сучасного Освітнього Процесу.R. I. Oleksenko, O. M. Sytnyk & I. G. Denisov - 2018 - Гуманітарний Вісник Запорізької Державної Інженерної Академії 72:164-172.
    The urgency of the research topic is that the attempt, through the prism of higher education in Ukraine, is to outline the factors and opportunities for forming a positive image of a modern teacher as the basis for the competitiveness of a higher educational institution. The purpose of the article is: rethinking the teacher’s image in conditions of growing demands and increasing competitiveness among higher education institutions. The objectives of the study are to summarize the data of the investigated (...)
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  3. Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment.Maria Miraglia - 2013 - Childhood and Philosophy 9 (18):381-400.
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of fragmentation (...)
     
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  4.  6
    Ethical Difficulties in Nursing, Educational Needs and Attitudes About Using Ethics Resources.C. Leuter, C. Petrucci, A. Mattei, G. Tabassi & L. Lancia - 2012 - Nursing Ethics (3):0969733012455565.
    Ethical difficulties arise in health-care practices. However, despite extensive research findings that demonstrate that most nurses are involved in recurrent ethical problems, institutions are not always able to effectively support nursing care professionals. The limited availability of ethics consultation services and traditional nursing training fails to meet the frequent and strong requests by health workers to support their ethical dilemmas. A questionnaire was administered to 374 nurses attending a specialist training and a lifetime learning programme in Italy. The respondents (...)
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  5.  16
    The Egoistic Teacher: Educational Implications of Spinoza’s Ethical Egoism.Johan Dahlbeck - 2017 - Ethics and Education 12 (3):304-319.
    In this paper I suggest that Spinoza’s understanding of virtue and collective flourishing, rooted in his psychological and ethical egoism, offers a fresh perspective on the question of egoism in education. To this end, I suggest an understanding of the teacher as egoist, where the self-seeking of the teacher is conditioned by – and runs parallel to – the flourishing of his or her students. The understanding of the egoistic teacher is offered as a productive counter-image to the altruistic ideal (...)
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  6.  10
    Swabbing Students: Should Universities Be Allowed to Facilitate Educational DNA Testing?Shawneequa L. Callier - 2012 - American Journal of Bioethics 12 (4):32-40.
    Recognizing the profound need for greater patient and provider familiarity with personalized genomic medicine, many university instructors are including personalized genotyping as part of their curricula. During seminars and lectures students run polymerase chain reactions on their own DNA or evaluate their experiences using direct-to-consumer genetic testing services subsidized by the university. By testing for genes that may influence behavioral or health-related traits, however, such as alcohol tolerance and cancer susceptibility, certain universities have stirred debate on the ethical concerns (...)
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  7.  3
    Change and Management of Complex Services: The Ethno-Narrative Form to Support Good Living and Working Together.Mara Gorli, Silvio Carlo Ripamonti & Laura Galuppo - 2016 - World Futures 72 (5-6):284-303.
    Nowadays, managing change in complex services requires that middle management re-designs its objects and professional practices, in order to cope with new needs. It seems therefore crucial to activate training settings that allow managers to: develop research and analytical skills on their own work practices and professional objects; face and manage conflict, related to every change, that represents an opportunity to reflect and review one's own practices; and build new and shared repertories of managerial practices, able to support a (...)
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  8.  3
    Agreeing in Ignorance: Mapping the Routinisation of Consent in ICT-Services.Thomas Ploug & Søren Holm - 2014 - Science and Engineering Ethics 20 (4):1097-1110.
    Many ICT services require that users explicitly consent to conditions of use and policies for the protection of personal information. This consent may become ‘routinised’. We define the concept of routinisation and investigate to what extent routinisation occurs as well as the factors influencing routinisation in a survey study of internet use. We show that routinisation is common and that it is influenced by factors including gender, age, educational level and average daily internet use. We further explore the (...)
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  9.  31
    G.A.T.S. And Universities: Implications for Research.David E. Packham - 2003 - Science and Engineering Ethics 9 (1):85-100.
    The likely impact of applying the General Agreement on Trade in Services (GATS) to higher education are examined. GATS aims to “open up” services to competition: no preference can be shown to national or government providers. The consequences for teaching are likely to be that private companies, with degree-awarding powers, would be eligible for the same subsidies as public providers. Appealing to the inadequate recently introduced “benchmark” statements as proof of quality, they would provide a “bare bones” service (...)
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  10.  34
    A Moral Case Against Certain Uses of Plagiarism Detection Services.J. Caleb Clanton - 2009 - International Journal of Applied Philosophy 23 (1):17-26.
    The statistics on plagiarism are staggering. No wonder, then, that many colleges and universities have started using plagiarism detection services (PDSs) such as Turnitin. But there are problems—and more problems than most critics have recognized. Whereas critics typically focus on legal issues related to intellectual property and privacy rights, I argue that unless we can reasonably suspect academic dishonesty, it’s morally problematic to require submission through a PDS. Even if we insist that the benefits of PDS use are worth (...)
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  11.  6
    A Philosophy of Seeing: The Work of the Eye/‘I’ in Early Years Educational Practice.E. Jayne White - 2016 - Journal of Philosophy of Education 50 (3):474-489.
    The work of the eye has a powerful influence across culture and philosophy—not least in Goethe's approach to understanding. Aligned to aesthetic appreciation, seeing has the potential to offer an authorial gift of ‘other-ness’ when brought to bear on evaluative relationships. Yet this penetrating gaze might also be seen as limiting when put to work in the services of ‘other’. From the subtle sideways glance, to the lingering gaze of lovers, a look can mean many things. But the eye (...)
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  12.  19
    Moral Educational Implications of Rival Conceptions of Education and the Role of the Teacher.David Carr - 2003 - Journal of Moral Education 32 (3):219-232.
    Education and teaching are deeply contested notions, not just in the sense that there is serious disagreement about what teachers should teach and how they should teach it, but also insofar as there seem to be widely divergent conceptions of the occupational status of education and teaching as such. Indeed, it is one indication of the complexity of teaching that it would, over the years, appear to have invited comparison with a wide range of other professions, vocations, trades and (...). However, there are also grounds for supposing that these different conceptions of the occupational status of education and teaching are not just rival but incompatible, and that such incompatibility might be manifested in diverse implications for the moral educational role of the teacher. This article is concerned to identify and explore such implications. (shrink)
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  13.  5
    Perspectives on Anatomical Donation and Holding Services of Thanksgiving.D. J. R. Evans & S. Fossey - 2011 - Clinical Ethics 6 (4):195-199.
    The value of human bodies for the teaching of anatomy has been recognized since the 16th century. Many medical students are exposed to the process of body donation as human dissection continues to play a fundamental role in many medical courses. The opportunity of dissection not only provides students with an educational approach to learning human structure but also exposes them to the emotions surrounding death and dying and the role of the anatomical donor in their journey. This paper (...)
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  14. Améliorer le Leadership Dans les Services de Santé au Canada: La Preuve En Oeuvre.Terrence Sullivan & Jean-Louis Denis - 2012 - Mcgill-Queen's University Press.
    Building Better Health Care Leadership for Canada explains the development and implementation of the Executive Training in Research Application program. Managed and funded by the Canadian Health Services Research Foundation in partnership with the Canadian Medical Association, the Canadian Nursing Association, and the Canadian College of Health Care executives, EXTRA is a two-year national fellowship program that uses the principles of adult learning theory as well as practical projects to educate senior health care leaders in making more consistent use (...)
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  15. Оцінка Фінансової Стійкості Вищих Навчальних Закладів Державної Та Комунальної Власності На Основі Апарату Нечіткої Логіки.Yulia Kharchuk - 2013 - Схід 5 (125).
    The essence of the financial stability of public and communal higher educational establishments in the context of current socioeconomic situation in Ukraine has been determined as a state of the financial resources which enables educational establishments to organize the qualitative educational and scientific activity and form the occupational competitiveness of graduates on the base of complete and timely financing of submitted expenditures. The basis of efficient economical activity (including fulfillment of special-purpose programmes) and qualitative educational (...) is the reception of plan special-purpose financial recourses. The author has explored that current practice of the assessment of the financial stability of state higher educational establishments doesn’t take into account the main aspects of this process in their interconnection and interdependence. The intellectual model of estimating the financial stability of state higher educational establishments has been developed on the base of fuzzy logic which enables to assess the level of the financial stability of educational establishments via simultaneous application of quantitative (maneuverability equity ratio, autonomy coefficient, funding coefficient, the ratio of correlation conducted expenditures and income received, the ratio of payables and receivables, the ratio of the approved cost estimate of special and general funds, the ratio of cash and actual expenditures) and qualitative (assessment of scientific and educational potential quality, assessment of education quality, evaluation of international recognition, the graduates satisfaction of received education and the opportunity to use it in work, employers perception of quality of education in Ukrainian universities, experts perceptions of the quality of education in Ukrainian universities, cooperation between universities and companies-employers) indexes. (shrink)
     
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  16. Marketing of Services in Secondary Schools in the Republic of Croatia.Durdana Ozretic´-Dos˘en & Maja Martinovic´ - 2003 - Educational Studies 29 (4):373-386.
    The goals of the research were to determine the quantity, variety and quality of service, the extent to which certain marketing activities are applied in Croatian high schools, to explore the attitudes of teachers in respect to the need for marketing activity application in secondary schools in Croatia, and the knowledge teachers have about the marketing of services. In order to achieve these goals, we conducted a survey including 271 teachers of public, private and religious high schools. Even though (...)
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  17. Young People's Relationship to Education: The Case of Greek Youth.Vasilis Koulaidis, Kostas Dimopoulos, Anna Tsatsaroni & Athanassios Katsis - 2006 - Educational Studies 32 (4):343-359.
    The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio?economic background and area of residence. In total, 800 young people (i.e. four groups?students in upper?secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people?s views (...)
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  18.  24
    White Working Class Achievement: An Ethnographic Study of Barriers to Learning in Schools.Feyisa Demie & Kirstin Lewis - 2011 - Educational Studies 37 (3):245-264.
    This study aims to examine the key barriers to learning to raise achievement of White British pupils with low?income backgrounds. The main findings suggest that the worryingly low?achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to distinguish the White British ethnic group by social background. The empirical data confirm that one of the biggest groups of underachievers is the White British working class (...)
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  19. Формування Вищими Навчальними Закладами Конкурентного Потенціалу.Inna Churnosova - 2011 - Схід (2(109)):75-80.
    Competitive potential of higher educational institutions is presented as quality-quantitative parameters of supply. For the calculation of parameters an index "the licensed enrolment" is utilized. Proofs of absence of co-ordination in operating of educational under forming of competition potential are adduced. The low level of maturity of competitive relations of educational establishments results in uncontrolled growth of aggregate supply. This circumstance presupposes of competitive activity intensification local market of services of higher education.
     
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  20. Children and Questions of Meaning Through Adults' Representation. On the Image of Philosopher Child.Anastasia De Vita - 2014 - Childhood and Philosophy 10 (19):109-127.
    This article regards a particular way through which adults take children into consideration and listen their voices. Reflections have sprung from a research context, focused on existential questions that children pose during their preschool years in early education settings. The research explored the meanings of these questions for children and adults involved in their education. The questions of meaning emerged by children’s discourses are considered through the representations of childhood that subtend parents and teachers’ educational practices. The article discusses (...)
     
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  21.  10
    The Public School and Social Services: Reassessing the Progressive Legacy.Michael W. Sedlak & Steven Schlossman - 1985 - Educational Theory 35 (4):371-383.
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  22. Deviance to Diminish Educational Disparity.DeeDee Mower - 2016 - Social Philosophy Today 32:73-81.
    Using Michel Foucault’s framework of technologies can be a guide to understand how teachers become technological components that receive governance. Through this governance, pedagogical practices are perceived as similar yet may be vastly different. I utilize three of Foucault’s technologies to understand the differences in teacher practices. The first being governmental technologies, which are the rules and regulations that confine pedagogical practices. Second, the consumer technologies or the goods and services needed to sustain the rules that regulate pedagogy. Third (...)
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  23.  6
    Working and Learning Across Professional Boundaries.Val Brooks & Jill Thistlethwaite - 2012 - British Journal of Educational Studies 60 (4):403-420.
    This paper focuses on a context where interdisciplinarity intersects with interprofessionality: the work of children's services professionals who address the needs of children identified as vulnerable. It draws on evidence and perspectives from two disciplines — educational studies and health care — to consider the issues and challenges posed by learning and/or working across disciplinary boundaries and why these have proved so obdurate.
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  24.  3
    The Impact of Feedback on School Performance.Paula Hammond & Tilaye Yeshanew - 2007 - Educational Studies 33 (2):99-113.
    Over the past few years Research Data Services , part of the National Foundation for Educational Research , has led numerous large‐scale, longitudinal projects. Feedback to schools has been provided for all of these projects, and has been in the form of sets of tables and charts and electronic files illustrating pupil performance and progress in each school compared with national norms. This study sought to establish what differences the ongoing provision of feedback has made to the participating (...)
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  25.  28
    Convergence, the University of the Future and the Future of the University.David Smith - 2003 - AI and Society 17 (1):1-11.
    The paper questions the ability of current university systems to respond appropriately to the complex demands of an Information Economy. It argues that new relationships between creative subjects and technology require new thinking about the nature and purpose of universities per se. In particular, attention is drawn to the growing involvement of the private sector in higher education. It is argued that it may not be appropriate to think of the `university of the future' in terms of current public sector (...)
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  26.  9
    Learning to Collaborate: A Study of Nursing Students’ Experience of Inter‐Professional Education at One UK University.Paul Stepney, Ingrid Callwood, Flora Ning & Kevin Downing - 2011 - Educational Studies 37 (4):419-434.
    Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation (...)
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  27.  10
    System and Complex Approach in Management of Modern Education.Raisa B. Kvesko & Svetlana B. Kvesko - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:161-167.
    In the article is examined a problem of system and complex approach to management of modern education. The authors emphasize that development of education technology is accompanied by formation of informational, telecommunicational and communicative systems. The development of informationaltechnologies entails the formation of in principle new educational system. This system can ensure millions of people accordance to new educational services. The use of modern computer, telecommunicational and communicative technologies in education intends re-engineering of educational activities, considerablechanges (...)
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  28.  3
    “Troops to Teachers”: Implications for the Coalition Government's Approach to Education Policy and Pedagogical Beliefs and Practice.Alan Tipping - 2013 - Educational Studies 39 (4):468-478.
    On taking power the coalition government embarked on what many commentators believe is a radical programme of public policy reform. Under Michael Gove, education policy has become totemic to those arguing that Britain?s classrooms are mired in academic mediocrity and behavioural failure. One policy response by the government has been to propose fast-tracking ex-armed services personnel into schools in England as teachers, especially in inner-city areas. This paper examines the educational and pedagogical merits of this proposal and the (...)
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  29.  41
    Manufacturing Consent: A Corpus‐Based Critical Discourse Analysis of New Labour's Educational Governance.Jane Mulderrig - 2011 - Educational Philosophy and Theory 43 (6):562-578.
    This paper presents selected findings from a historical analysis of change in the discursive construction of social identity in UK education policy discourse from 1972–2005. My chief argument is that through its linguistic forms of self-identification the government construes educational roles, relations and responsibilities not only for itself, but also for other educational actors and wider society. More specifically, I argue that New Labour's distinctive mode of self-representation is an important element in its hegemonic project, textually manufacturing consent (...)
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  30.  62
    Changing the Educational Landscape: Philosophy, Women, and Curriculum.Jane Roland Martin - 1994 - Routledge.
    Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. The volume charts the remarkable intellectual development of a thinker who has travelled distinctively across a changing educational landscape. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detached perspective to her earliest efforts to reconstitute the curriculum. Her later essays on women (...)
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  31.  49
    Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI Studies of the Neural Correlates of Creative Intelligence.John Geake - 2011 - Educational Philosophy and Theory 43 (1):43-47.
    In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remit.
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  32.  22
    Educational Neuroscience: Motivations, Methodology, and Implications.Kathryn E. Patten & Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss (...)
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  33.  29
    Educational Neuroscience: Motivations, Methodology, and Implications.Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss (...)
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  34.  14
    Mimesis in Educational Hermeneutics.Peter Kemp - 2006 - Educational Philosophy and Theory 38 (2):171–184.
    Philosophy of education is regarded as an art of hermeneutics that integrates a theory of mimesis in its understanding of the educational transmission. The idea of the master is reconsidered in this perspective in order to overcome the old opposition between classicism and romanticism. In that way the author attempts to respond to the question: What is the secret to pedagogically sound education?
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  35.  35
    Educational Philosophy and the Challenge of Complexity Theory.Keith Morrison - 2008 - Educational Philosophy and Theory 40 (1):19–34.
    Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as (...)
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  36.  36
    What is Complexity Theory and What Are its Implications for Educational Change?Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):35–49.
    This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment , new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of (...)
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  37.  20
    Educational Value and Models-Based Practice in Physical Education.David Kirk - 2013 - Educational Philosophy and Theory 45 (9):973-986.
    A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model (...)
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  38.  8
    Markets and Misogyny: Educational Research on Educational Choice.Sally Power - 2006 - British Journal of Educational Studies 54 (2):175-188.
    This paper has arisen from a concern that much recent policy-related research on markets displays misogynistic tendencies. In both the media and academic accounts it would appear as though the blame for social and educational inequalities can now be laid at the door of women - particularly middle-class mothers. Through examining competing perspectives on how we might understand this attribution of blame, this paper argues that their guilt is best explained not through changes in behaviour but through the conjuncture (...)
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  39.  28
    Aesthetics, Affect, and Educational Politics.Alex Means - 2011 - Educational Philosophy and Theory 43 (10):1088-1102.
    This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Rancière. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Rancière's notion of dissensus to work by exploring it in relation to a social movement and hunger strike organized for educational justice in Chicago's Little Village neighborhood. This serves as a context for understanding how educational provisions are linked (...)
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  40.  14
    The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy.Kathryn E. Patten - 2011 - Educational Philosophy and Theory 43 (1):87-97.
    This chapter presents emotion as a function of brain-body interaction, as a vital part of a multi-tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect (SAMA). SAMA identifies quintessential components, facets, and functions of (...)
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  41.  21
    A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals1.Mark Mason - 2005 - Educational Philosophy and Theory 37 (6):799-815.
    The implementation of education programmes in different cultures invites the question whether we are justified in doing so in cultures that may reject the programmes’ underlying principles. Are there indeed ethical principles and educational ideals that can be justified as applicable to all cultures? After a consideration of Zygmunt Bauman's postmodern rejection of the possibility of universal ethics, Ι cite and extend Harvey Siegel's defence of multiculturalism as a transcultural ethical ideal. I conclude the paper with a justification of (...)
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  42.  21
    A New Theory of Educational Change: Punctuated Equilibrium: The Case of the Internationalisation of Higher Education Institutions.Christine Parsons & Brian Fidler - 2005 - British Journal of Educational Studies 53 (4):447 - 465.
    This article argues for a new theoretical paradigm for the analysis of change in educational institutions that is able to deal with such issues as readiness for change, transformational change and the failure of change strategies. Punctuated equilibrium (Tushman and Romanelli, 1985) is a theory which has wide application. It envisages long-term change as being made up of a succession of long periods of relative stability interspersed by brief periods of rapid profound change. In the periods of stability only (...)
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  43.  10
    The Field of Educational Leadership: Studying Maps and Mapping Studies.Helen Gunter & Peter Ribbins - 2003 - British Journal of Educational Studies 51 (3):254 - 281.
    The field of educational leadership is multi-site, in which those who study and practice leadership are located within networks which connect across institutions and sectors. Charting the growth of this dynamic field is the central purpose of this paper and six interconnected typologies of knowledge production are presented: Producers, Positions, Provinces, Practices, Processes and Perspectives. We argue that these typologies enable those involved to generate descriptions and understandings of the interplay between researching, theorising and practising in educational settings. (...)
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  44.  16
    Pitfalls and Promises: The Use of Secondary Data Analysis in Educational Research.Emma Smith - 2008 - British Journal of Educational Studies 56 (3):323-339.
    This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the 'new' political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two main objections (...)
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  45.  31
    Daisaku Ikeda and Value‐Creative Dialogue: A New Current in Interculturalism and Educational Philosophy.Jason Goulah - 2012 - Educational Philosophy and Theory 44 (9):997-1009.
    This article focuses on Daisaku Ikeda's (1928– ) philosophy and practice of intercultural dialogue—what I call ‘value-creative dialogue’—as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900–1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871–1944); and in Makiguchi's theory of value creation (soka) and value-creating (...)
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  46.  18
    Inclusive Education? This Must Signify 'New Times' in Educational Research.Roger Slee - 1998 - British Journal of Educational Studies 46 (4):440 - 454.
    This paper argues that much of the growing body of research (on special educational needs) that claims to address inclusion for disabled students is not new, but rather a re-articulation of old ideas which fail to do sufficient justice to the demands of the 'new times,. The paper concludes with an outline of a research agenda that is more comprehensive in scope and more finely tuned into the politics of 'identity'.
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  47.  15
    Devices and Educational Change.Jan Nespor - 2011 - Educational Philosophy and Theory 43 (S1):15-37.
    This paper uses Actor Network Theory to examine two cases of device-mediated educational change, one involving a computer-assisted interactive video module that provided a half-hour of instruction for a university course, the other an assistive communication device that proved a supposedly retarded pre-school child to be intelligent. The paper explores how device construction instigated by middle-level organizational workers can ramify into organizational change, and extends Actor Network theory by augmenting some of its conceptual tools. I argue that the organizational (...)
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  48.  7
    On the Reconstruction of Educational Science.Christer Fritzell - 2006 - Educational Philosophy and Theory 38 (2):129–143.
    Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own ‘scientific’ status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are signs of similar (...)
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  49.  39
    The Future of Educational Change: International Perspectives.Ciaran Sugrue (ed.) - 2008 - Routledge.
    Divided into four sections, this book addresses the key themes: What has been the impact of educational change?
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  50. Quantifying Privacy in Terms of Entropy for Context Aware Services.Athanasios S. Voulodimos & Charalampos Z. Patrikakis - 2009 - Identity in the Information Society 2 (2):155-169.
    In this paper, we address the issue of privacy protection in context aware services, through the use of entropy as a means of measuring the capability of locating a user’s whereabouts and identifying personal selections. We present a framework for calculating levels of abstraction in location and personal preferences reporting in queries to a context aware services server. Finally, we propose a methodology for determining the levels of abstraction in location and preferences that should be applied in user (...)
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