Results for 'research schools'

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  1.  12
    Are Research Schools Necessary? Contrasting Models of 20th Century Research at Yale Led by Ross Granville Harrison, Grace E. Pickford and G. Evelyn Hutchinson.Nancy G. Slack - 2003 - Journal of the History of Biology 36 (3):501 - 529.
    This paper compares and contrasts three groups that conducted biological research at Yale University during overlapping periods between 1910 and 1970. Yale University proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology and ecology respectively, over a long period (...)
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  2.  13
    A Critique of the Existing Research Into Small Primary Schools.Emma Phillips - 1997 - British Journal of Educational Studies 45 (3):235 - 247.
    Major studies carried out in the United Kingdom on small primary schools are drawn upon and evaluated. It is argued that research in this area is flawed for the following reasons: there is no agreed definition of a 'small primary school'; investigations have been biased in their favour as a result of problems in research design and the ways in which data have been analysed; and, finally, there has been a neglect of certain key issues, notably those (...)
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  3.  5
    Research Schools of Chemistry From Lavoisier to Wurtz.Maurice Crosland - 2003 - British Journal for the History of Science 36 (3):333-361.
    The group which worked with Lavoisier in his laboratory also collaborated with him in publication and jointly edited the journal Annales de chimie. It has a good claim to be considered as a research school. Most historians of chemistry, who have studied the ‘chemical revolution’ in France, have focused uniquely on Lavoisier, giving scant attention to his co-workers and ignoring his assistants, thus overlooking their collective research, which created something of a precedent for nineteenth-century science. It has also (...)
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  4. Scientific Change, Emerging Specialties, and Research Schools.Gerald L. Geison - 1981 - History of Science 19 (43 pt 1):20-40.
  5.  6
    Chemical Explanation and Physical Dynamics: Two Research Schools at the First Solvay Chemistry Conferences, 1922–1928.Mary Jo Nye - 1989 - Annals of Science 46 (5):461-480.
    The convening of the first three Solvay Chemistry Conferences in Brussels from 1922–1928 marked an important turning point for the discipline of chemistry. Whereas much of nineteenth-century chemical endeavour had focused on compositional and functional analysis of chemical compounds, many leaders in chemistry were turning to questions of molecular dynamics by the early twentieth century. Two competing schools of chemical dynamics, which were represented at the Solvay Conferences, were a predominantly English group who worked out electron and ionic interpretations (...)
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  6.  4
    Recluse, Interlocutor, Interrogator: Natural and Social Order in Turn-of-the-Century Psychological Research Schools.Martin Kusch - 1995 - Isis: A Journal of the History of Science 86:419-439.
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  7. Recluse, Interlocutor, Interrogator: Natural and Social Order in Turn-of-the-Century Psychological Research Schools.Martin Kusch - 1995 - Isis 86 (3):419-439.
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  8.  21
    Vladimir Alexandrovich Smirnov as a Founder of Research Schools in Logic and Methodology of Science in the USSR and Russia.V. K. Finn - 2000 - Studia Logica 66 (2):205-213.
    The article gives a short account of V.A. Smirnovs scientific biography, including his work in Tomsk University in Siberia and in the Department of Logic of the Institute of Philosophy in Moscow.
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  9.  1
    Gerald L. Geison and Frederic L. Homes , Research Schools: Historical Reappraisals. Osiris 8 . Chicago and London: University of Chicago Press, 1993. Pp. Viii + 248. ISBN 0-226-28545-6. $39.00 ; 0-226-28546-4, $25.00. [REVIEW]Jon Agar - 1995 - British Journal for the History of Science 28 (2):245.
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  10.  1
    Research Schools: Historical Reappraisals by Gerald L. Geison; Frederic L. Holmes. [REVIEW]James Secord - 1995 - Isis: A Journal of the History of Science 86:301-302.
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  11.  32
    Character Education in UK Schools: Research Report.James Arthur, Kristján Kristjánsson, David Walker, Wouter Sanderse & Chantel Jones - unknown
    The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent (...)
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  12.  6
    Action Research in Schools – an Important Factor in Teachers’ Professional Development.Janez Vogrinc & Milena Valenčič Zuljan - 2009 - Educational Studies 35 (1):53-63.
    Quality performance of the increasingly important professional role of the teacher requires a continued learning and professional growth of every individual. Action research represents one of the important factors in teachers’ professional development, in particular when it is designed as a collaborative process involving teachers and researchers. This dimension of cooperation has been developed as part of the project “Partnership between Faculties and Schools”, which also included an empirical study presented in this article. The survey has shown that (...)
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  13.  11
    The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools.Theophilus Mooko * - 2005 - Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience (...)
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  14.  13
    The Conflict of Pre-Paradigm Schools in Modern Human Origins Research.Goran Strkalj - 2000 - Acta Biotheoretica 48 (1):65-71.
    The debate on the origins of modern humans is one of the oldest and most controversial in the field of palaeoanthropology. In the 1860s the debate was established in the evolutionary context and, as a conflict between two major schools and various sub-schools, it has continued up until the present day. The opposing schools were and still are, at best, in only partial alignment on the major scientific issues. Each of them is founded in its own metaphysics (...)
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  15.  5
    Young People’s Community Engagement: What Does Research-Based and Other Literature Tell Us About Young People’s Perspectives and the Impact of Schools’ Contributions?Ian Davies, Gillian Hampden-Thompson, John Calhoun, George Bramley, Maria Tsouroufli, Vanita Sundaram, Pippa Lord & Jennifer Jeffes - 2013 - British Journal of Educational Studies 61 (3):327-343.
    ABSTRACT This narrative synthesis based on a literature review undertaken for the project ?Creating Citizenship Communities? (funded by the Esmée Fairbairn Foundation) includes discussion, principally, about what research evidence tells us about young people?s definitions of community, of types of engagement by different groups of young people, actions by schools and what they might do in the future to promote engagement. Community is seen as a highly significant and contested area. Young people are viewed negatively by adults but (...)
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  16.  2
    The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools.Theophilus Mooko* - 2005 - Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience (...)
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  17.  1
    Protracted Intrusive Research in Schools: Why Us?John Todman, Iain Crombie & Jean Keighren - 1990 - Educational Studies 16 (2):141-149.
    A case study of a lengthy and potentially disruptive experimental research project is used to examine ways in which the interests of researchers and schools may be reconciled. Attention is drawn particularly to the importance of joint recognition of the legitimacy of both sets of objectives. The pivotal role of a research assistant/teacher in facilitating sensitive and flexible responses to problems confronting both the research project and the school is discussed. Unexpected social benefits to the school (...)
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  18. Uniforms in Public Schools: A Decade of Research and Debate.David L. Brunsma (ed.) - 2005 - R&L Education.
    This book provides an antidote to the ungrounded, anecdotal components that define the contemporary conversation regarding policies of standardized dress in American K-12 districts and schools. The contributing authors draw upon years of educational teaching and administrative experience and research directed at objectively and empirically understanding the issue of school uniform policies at two focal levels of schooling: elementary and middle.
     
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  19. Researching Schools: Stories From a Schools-University Partnership for Educational Research.Colleen McLaughlin, Kristine Black Hawkins, Sue Brindley, Donald McIntyre & Keith Taber - 2006 - Routledge.
    Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from (...)
     
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  20. Handbook of Research on Schools, Schooling and Human Development.Judith L. Meece & Jacquelynne S. Eccles (eds.) - 2010 - Routledge.
    Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is (...)
     
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  21.  33
    Ethics, CSR, and Sustainability Education in the Financial Times Top 50 Global Business Schools: Baseline Data and Future Research Directions.Lisa Jones Christensen, Ellen Peirce, Laura P. Hartman, W. Michael Hoffman & Jamie Carrier - 2007 - Journal of Business Ethics 73 (4):347-368.
    This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the "Financial Times" in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their (...)
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  22.  1
    Using UNPRME to Teach, Research, and Enact Business Ethics: Insights From the Catholic Identity Matrix for Business Schools.Kenneth E. Goodpaster, T. Dean Maines, Michael Naughton & Brian Shapiro - 2018 - Journal of Business Ethics 147 (4):761-777.
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  23.  5
    Animals in Medical Training and Research: Transforming Perceptions in Medical Schools, India.A. A. Khobragade, K. B. Thakkar, G. V. Billa, S. B. Patel, B. N. Vallish & S. Kosale - 2013 - Journal of Medical Ethics 39 (11):717-718.
    IntroductionExperimental research on animals has been guided by principles of the three Rs: reduction, refinement and replacement.1 Recently the fourth R—rehabilitation—has also been incorporated to enhance the welfare of animals that are used in research. With growing scientific curiosity and increasing research, animal use has anything but reduced despite the fact that modern technology has brought to fore many alternatives to animal use.2 ,3 There are many arguments for and against animal use. In India, there has been (...)
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  24.  1
    The Untested Accusation: Principals, Research Knowledge, and Policy Making in Schools.Bruce J. Biddle & Lawrence J. Saha - 2005 - R&L Education.
    Here, the authors address questions about the utilization of knowledge from social research and offer evidence that challenges allegations about the 'awful reputation' of educational research and its supposed lack of impact.
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  25. Book Review: An Archaeological Study of Gibeah (Tell El-Ful), by Lawrence A. Sinclair, and The Excavation of the Conway High Place (Petra) and Soundings at Khirbet Ader, by Ray L. Cleveland. The Annual of the American Schools of Oriental Research, XXXIV–XXXV. American Schools of Oriental Research, New Haven, 1960. 97 Pp. 35 + 24 Plates. $9.00. [REVIEW]Joseph A. Callaway - 1961 - Interpretation 15 (3):361-362.
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  26. What Artistically Crafted Research Can Help Us Understand About Schools.Elliot W. Eisner - 1995 - Educational Theory 45 (1):1-6.
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  27.  1
    Rethinking Inequalities Between Deindustrialisation, Schools and Educational Research in Geelong.Eve Mayes, Amanda Keddie, Julianne Moss, Shaun Rawolle, Louise Paatsch & Merinda Kelly - forthcoming - Educational Philosophy and Theory:1-13.
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  28.  3
    An Emerging Research Framework for Studying Informal Learning and Schools.Laura M. W. Martin - 2004 - Science Education 88 (S1):S71 - S82.
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  29.  2
    Special Supplement: MBD, Drug Research and the Schools.Daniel Callahan, Leslie Dach, Harold Edgar, Willard Gaylin, Gerald Klerman, Ruth Macklin, Robert Michels, Robert C. Neville, David Rothman, Margaret Steinfels, Judith P. Swazey, George J. Annas, Larry Brown, Albert DiMascio, Daniel X. Freedman, George Hein, Hubert Jones, Melvin H. King, Ronald Lipman, Sheila Rothman & Robert L. Sprague - 1976 - Hastings Center Report 6 (3):1.
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  30.  20
    Streaming, Setting and Mixed Ability Grouping in Primary and Secondary Schools: Some Research Findings.R. P. Gregory - 1984 - Educational Studies 10 (3):209-226.
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  31.  4
    Charles Anthony Stewart, Thomas W. Davis, and Annemarie Weyl Carr, Eds., Cyprus and the Balance of Empires: Art and Archaeology From Justinian I to the Cœur de Lion. Boston: American Schools of Oriental Research, 2014. Pp. Xviii, 268; Many Color Figures and Maps. $74.95. ISBN: 978-0-89757-073-2.Table of Contents Available Online at Http://Www.Oxbowbooks.Com/Oxbow/Cyprus-and-the-Balance-of-Empires.Html. [REVIEW]Robin Cormack - 2016 - Speculum 91 (4):1167-1168.
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  32.  22
    Carl H. Kraeling (Editor): Gerasa, City of the Decapolis. Pp. Xxxi+616; 143 Plates, 47 Plans New Haven: American Schools of Oriental Research, 1938. Cloth. [REVIEW]A. H. M. Jones - 1939 - The Classical Review 53 (04):154-.
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  33.  7
    O uso de fontes orais na pesquisa em Lomba Grande/RS: aspectos das escolas isoladas // The oral sources for use in research in Lomba Grande/RS: aspects of isolated schools.José Edimar de Souza - 2016 - Conjectura: Filosofia E Educação 21 (2):441-459.
    Este estudo trata de aspectos da história do ensino no meio rural de Lomba Grande/RS, entre 1940 a 1952, a partir da memória de alunos e professores de Escolas Isoladas municipais. Objetivo foi construir a partir de fontes orais aspectos das Escolas Isoladas públicas primárias municipais, nesta localidade. As memórias são analisadas na perspectiva do “tempo social”, no sentido que trata Halbwachs, pelas relações formais ou informais, por meio de mediações culturais diversas que compõem os quadros sociais de memórias. Sob (...)
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  34.  1
    Listen and Learn: Engaging Young People, Their Families and Schools in Early Intervention Research.Charlotte Connor - 2017 - Medical Humanities 43 (2):124-129.
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  35.  17
    William Henry Paine Hatch : The Greek Manuscripts of the New Testament at Mount Sinai. Facsimiles and Descriptions. Pp. 12 + 85 ; 2 Photographs, 78 Plates. The Greek Manuscripts of the New Testament in Jerusalem. Facsimiles and Descriptions. Pp. 12+71; 2 Photographs, 66 Plates. (American Schools of Oriental Research, Publications of the Jerusalem School, Vols. I, II). Paris: Geuthner, 1932, 1934. Stiff Boards, Each Vol. 150 Fr. [REVIEW]A. Souter - 1936 - The Classical Review 50 (05):201-.
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  36.  3
    Évolutions de la Formation Et de la Recherche En Sciences Humaines Et Sociales Dans les Écoles D’Ingénieurs En FranceEvolutions of Training and Research in Humanities and Social Sciences in French Engineering Schools.Catherine Roby - 2015 - Revue Phronesis 4 (2):17.
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  37.  3
    Designing Better Schools for Culturally and Linguistically Diverse Children. A Science of Performance Model for Research.By Stuart McNaughton.Michael Byram - 2012 - British Journal of Educational Studies 60 (2):202-203.
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  38.  2
    The Roman Marble Sculptures From the Sanctuary of Pan at Caesarea Philippi/Panias . By EliseA. Friedland. American Schools of Oriental Research Archaeological Reports, Vol. 17. Boston : AmericanSchools ofOrientalResearch, 2012. Pp. Xiii + 186, Illus. $89.95. [Distributed by ISD, Bristol, Conn.]. [REVIEW]Rivka Gersht - 2014 - Journal of the American Oriental Society 134 (3):521-523.
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  39.  2
    Designing Better Schools for Culturally and Linguistically Diverse Children. A Science of Performance Model for Research. By Stuart McNaughton: Pp 180. London: Routledge. 2011.£ 24.99 (Pbk). ISBN 978-0-415-88660-4. [REVIEW]Michael Byram - 2012 - British Journal of Educational Studies 60 (2):202-203.
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  40.  2
    Walter is the Editor of The Collaborative Turn: Working Together in Qualita-Tive Research (Sense Publishing, 2009) and is Guest Editor of a Forthcoming Special Issue of the Journal of Curriculum Theorizing on Sensual Curricu-Lum. Prior to His Time in Higher Education, Walter Taught in Urban Schools in the United States and in Rural and Urban Contexts in Japan.Craig MacDonald - 2011 - In Rahat Naqvi & Hans Smits (eds.), Thinking About and Enacting Curriculum in "Frames of War". Lexington Books. pp. 161.
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  41.  1
    Educational Research in Classrooms and Schools.N. J. Entwistle & Louis Cohen - 1978 - British Journal of Educational Studies 26 (1):98.
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  42.  2
    Monitoring Teachers’ Reports of Incidents of Disruptive Behaviour in Two Secondary Schools: Multi‐Disciplinary Research and Intervention.J. Lawrence, D. Steed & P. Young - 1983 - Educational Studies 9 (2):81-91.
  43.  1
    The Photographs of the American Palestine Exploration Society. By RachelHallote, FelicityCobbing, and JeffreyB. Spurr. The Annual of the American Schools of Oriental Research, Vol. 66. Boston : AmericanSchools ofOrientalResearch, 2012. Pp. Xix + 352, Illus. $89.95. [Distributed by ISD, Bristol, Conn.]. [REVIEW]Burke O. Long - 2015 - Journal of the American Oriental Society 135 (1):185-185.
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  44. Publications of the American Schools of Oriental Research. Excavations at Tepe Gawra. Vol. I.Valentin Müller, E. A. Speiser & Valentin Muller - 1935 - Journal of the American Oriental Society 55 (4):466.
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  45. American Schools of Oriental Research. Publications of the Baghdad School. Texts: Vol. I. Joint Expedition with the Irak Museum at Nuzi. [REVIEW]Robert H. Pfeiffer & Edward Chiera - 1929 - Journal of the American Oriental Society 49:178.
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  46. American Schools of Oriental Research. Publications of the Baghdad School.Robert H. Pfeiffer & Edward Chiera - 1931 - Journal of the American Oriental Society 51 (1):76.
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  47.  25
    The Birth of a Field and the Rebirth of the Laboratory School.Marc Schwartz & Jeanne Gerlach - 2011 - Educational Philosophy and Theory 43 (1):67-74.
    We describe the emergence of a new field, Mind Brain and Education, dedicated to the science of learning, as well as the roles researchers, policy makers, and educators need to play in developing this collaborative effort. The article highlights the challenges that MBE faces and the strategy researchers and educators in Texas are developing to meet these challenges. In particular, through the creation of a Research Schools Network, educators and researchers are creating an infrastructure to identify and test (...)
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  48.  18
    The Press, Public Knowledge and the Grant Maintained Schools Policy.May Pettigrew & Maggie MacLure - 1997 - British Journal of Educational Studies 45 (4):392-405.
    This article examines as a critical case how newspapers reported the grant maintained schools policy. It argues that claims that press reporting of educational issues is frequently unfair are only partially substantiated. The quality press is more likely to be internally inconsistent and contradictory in its reportage of education policy and, on occasion, to inhibit debate through discourses of omision.
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  49.  4
    Research Ethics Consultation at the Johns Hopkins Bloomberg School of Public Health.Holly A. Taylor & Nancy E. Kass - 2009 - IRB: Ethics & Human Research 31 (2):9.
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  50. Corporate Social Responsibility Education in Europe.Dirk Matten & Jeremy Moon - 2004 - Journal of Business Ethics 54 (4):323 - 337.
    In the context of some criticism about social responsibility education in business schools, the paper reports findings from a survey of CSR education (teaching and research) in Europe. It analyses the extent of CSR education, the different ways in which it is defined and the levels at which it is taught. The paper provides an account of the efforts that are being made to mainstream CSR teaching and of the teaching methods deployed. It considers drivers of CSR courses, (...)
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