Results for 'school tests'

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  1.  16
    How Accurately Can Primary School Teachers Predict the Scores of Their Pupils in Standardised Tests of Attainment? A Study of Some Non‐Cognitive Factors That Influence Specific Judgements.Jim Doherty & Michael Conolly - 1985 - Educational Studies 11 (1):41-60.
    (1985). How Accurately can Primary School Teachers Predict the Scores of their Pupils in Standardised Tests of Attainment? A Study of some non‐Cognitive Factors that Influence Specific Judgements. Educational Studies: Vol. 11, No. 1, pp. 41-60.
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  2.  3
    Development of Reading Comprehension Strategies for the High School Icfes Tests, Eleventh Grade.Alejandro Toro Criollo - 2019 - Sophia 15 (1):31.
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  3.  5
    Manual of Mental and Physical Tests: A Book of Directions Compiled with Special Reference to the Experimental Study of School Children.F. L. Wells - 1911 - Mind 20 (78):268-270.
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  4.  4
    Individual Tests of School Children.E. A. Kirkpatrick - 1900 - Psychological Review 7 (3):274-280.
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  5. Assessing Concept Possession as an Explicit and Social Practice.Alessia Marabini & Luca Moretti - 2017 - Journal of Philosophy of Education 51 (4):801-816.
    We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to (...)
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  6.  9
    Profile of South African Secondary-School Teachers’ Teaching Quality: Evaluation of Teaching Practices Using an Observation Instrument.Thelma de Jager, Mattheus Jacobus Coetzee, Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift - 2017 - Educational Studies 43 (4):410-429.
    The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and (...)
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  7.  19
    English Language Acquisition and Educational Attainment at the End of Primary School.Steve Strand & Feyisa Demie - 2005 - Educational Studies 31 (3):275-291.
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved (...)
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  8.  11
    Confidentiality of Adolescent Risk-Taking Behaviors: A Survey of Turkish School Counselors.Rahsan Sivis-Cetinkaya - 2019 - Ethics and Behavior 29 (6):459-472.
    The present study investigated school counselors’ ratings of the importance of factors in deciding to report adolescent risk-taking behaviors to parents. Turkish school counselors were surveyed. Differences based on gender, years of experience, level of education, attendance of a counseling ethics course, and geographic region were investigated. Mann-Whitney U and Kruskal Wallis tests were used in data analysis. Protecting the student was the highest rated factor. Women and those who took an ethics course rated protecting the student (...)
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  9.  22
    Pupil Mobility, Attainment and Progress in Secondary School.Steve Strand & Feyisa Demie - 2007 - Educational Studies 33 (3):313-331.
    This paper is the second of two articles arising from a study of the association between pupil mobility and attainment in national tests and examinations in an inner London borough. Our first article examined the association of pupil mobility with attainment and progress during primary school. It concluded that pupil mobility had little impact on performance in national tests at age 11, once pupils? prior attainment at age 7 and other pupil background factors such as age, sex, (...)
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  10.  14
    Role‐Taking Ability and Altruistic Behaviour in Elementary School Children.Dennis Krebs & Bert Sturrup - 1982 - Journal of Moral Education 11 (2):94-100.
    Abstract Twenty?four second? and third?grade children were given two cognitively?based role?taking tests developed by Flavell et al. (1968). The children's social behaviour was observed over a two?month period. It was coded according to a scheme introduced by the anthropologists Whiting and Whiting (1975) which produces composite scores of egoism and altruism. Teachers rated the children's social behaviour and role?taking ability. IQ scores were obtained from school records. Tests of the reliability and validity of the measures of role?taking (...)
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  11.  6
    On the Road: Combining Possible Identities and Metaphor to Motivate Disadvantaged Middle-School Students.Mark J. Landau, Jesse Barrera & Lucas A. Keefer - 2017 - Metaphor and Symbol 32 (4):276-290.
    In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy’s efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal (...)
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  12.  7
    Analysis of the Effects of School Variables Using Multilevel Models.I. P. Schagen - 1990 - Educational Studies 16 (1):61-73.
    Multilevel models allow data to be analysed which are hierarchical in nature; in particular, data which have been collected on pupils grouped into schools. Some of the associated variables may be measured at the pupil level, and others at the school level. The use of multilevel models produces estimates of variances between schools and pupils, as well as the effects of background variables in reducing or explaining these variances. One data set which has been analysed relates to the national (...)
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  13.  5
    Défense du complément circonstanciel.François Trouilleux - 2018 - Corela. Cognition, Représentation, Langage 16.
    Cet article met en débat deux méthodes d’analyse des compléments du verbe en grammaire scolaire : l’analyse traditionnelle en compléments d’objet et compléments circonstanciels et l’analyse en compléments « du verbe » et « de phrase » de ce qu’on appelle la « nouvelle grammaire ». Il porte un regard critique sur le point de vue de la nouvelle grammaire et défend celui de la grammaire traditionnelle en montrant notamment que, pour peu qu’on n’en déforme pas la définition initiale, celle-ci (...)
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  14.  12
    Impact of a High School Graduation Examination on Social Studies Teachers' Instructional Practices.Kenneth E. Vogler - 2005 - Journal of Social Studies Research 29 (2):19-33.
  15. Phenomenological Argumentative Structure.Gilbert Plumer - 2001 - Argumentation 15 (2):173-189.
    The nontechnical ability to identify or match argumentative structure seems to be an important reasoning skill. Instruments that have questions designed to measure this skill include major standardized tests for graduate school admission, for example, the United States-Canadian Law School Admission Test (LSAT), the Graduate Record Examinations (GRE), and the Graduate Management Admission Test (GMAT). Writers and reviewers of such tests need an appropriate foundation for developing such questions--they need a proper representation of phenomenological argumentative structure--for (...)
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  16. What Constitutes a Formal Analogy?Kenneth Olson & Gilbert Plumer - 2002 - In Hans V. Hansen, Christopher W. Tindale, J. Anthony Blair, Ralph H. Johnson & Robert C. Pinto (eds.), Argumentation and its Applications [CD-ROM]. Ontario Society for the Study of Argumentation. pp. 1-8.
    There is ample justification for having analogical material in standardized tests for graduate school admission, perhaps especially for law school. We think that formal-analogy questions should compare different scenarios whose structure is the same in terms of the number of objects and the formal properties of their relations. The paper deals with this narrower question of how legitimately to have formal analogy test items, and the broader question of what constitutes a formal analogy in general.
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  17.  28
    Conceptual Gain and Successful Problem-Solving in Primary School Mathematics.Pamela Davenport - 1999 - Educational Studies 25 (1):55-78.
    This study investigated the effects of children solving addition and subtraction problems collaboratively in comparison with solving problems in the traditional manner of the classroom. Seventy-seven children were divided into experimental and control groups, the experimental children being assigned to groups of four with note taken of the ability and gender mix. Following a pre-test-intervention-post-test design, the experimental children worked together in their groups using problem-solving guidelines to solve a number of problems, thereafter 'teaching' their problem to a fellow pupil. (...)
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  18. Tilburg School of Humanities.Hans Lindahl - unknown
    I would like to use this seminar to have your views on the first draft of Part I of the monograph I am currently writing about the relation between boundaries and legal order. Part I falls into four chapters. Chapter 1 contextualizes the discussion by drawing on the findings of Saskia Sassen's empirically informed contribution to the sociology of globalisation to undermine the widely shared assumption that the uncoupling of law and state exposes the inside/outside distinction as a merely contingent (...)
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  19. The Unity of the Brentano School.Arnaud Dewalque - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 236-248.
    Franz Brentano’s works are not just full of deep and innovative insights into mind, world and values. His views also turned out to be highly influential upon several generations of students, who made them the basis of their own philosophical investigations, giving rise to what is known as the Brentano School (Albertazzi et al. 1996; Fisette & Fréchette 2007). In this chapter, I give a bird’s eye view of the Brentano School from a rather historical perspective. My leading (...)
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  20. Introduction. The School: Its Genesis, Development and Significance.U. Wybraniec-Skardowska - 2018 - In Urszula Wybraniec-Skardowska & Ángel Garrido (eds.), in: The Lvov-Warsaw School. Past and Present. Cham, Switzerland: Springer. pp. 3-14.
    The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its serious (...)
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  21.  21
    Lukács and the Frankfurt School.Titus Stahl - 2018 - In Peter E. Gordon, Espen Hammer & Axel Honneth (eds.), The Routledge Companion to the Frankfurt School. New York: Routledge. pp. 237-250.
    The work of the Hungarian Marxist Georg Lukács is a constant source of controversy in the history of the Frankfurt School. All leading thinkers of that theoretical tradition have struggled with Lukács’s theory. On the one hand, it was an inspiration for their attempts to come to terms with the oppressive features of capitalist modernity. On the other hand, both its political conclusions and Lukács’s actual philosophical submission to Soviet orthodoxy seemed to show that his theoretical framework was deeply (...)
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  22. Symbolic Arithmetic Knowledge Without Instruction.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - unknown
    Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. Here (...)
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  23.  67
    Positive Duties, Kant’s Universalizability Tests, and Contradictions.Samuel Kahn - 2020 - Southwest Philosophy Review 36 (1):113-120.
    In this paper I am going to raise a problem for recent attempts to derive positive duties from Kant’s universalizability tests. In particular, I argue that these recent attempts are subject to reductio and that the most obvious way of patching them renders them impracticable. I begin by explaining the motivation for these attempts. Then I describe how they work and begin my attack. I conclude by considering some patches.
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  24.  56
    From “Old School” to “Farm-to-School”: Neoliberalization From the Ground Up. [REVIEW]Patricia Allen & Julie Guthman - 2006 - Agriculture and Human Values 23 (4):401-415.
    Farm-to-school (FTS) programs have garnered the attentions and energies of people in a diverse array of social locations in the food system and are serving as a sort of touchstone for many in the alternative agrifood movement. Yet, unlike other alternative agrifood initiatives, FTS programs intersect directly with the long-established institution of the welfare state, including its vestiges of New Deal farm programs and public entitlement. This paper explores how FTS is navigating the liminal terrain of public and private (...)
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  25.  34
    Is Brentano's Method a Unifying Element of the Brentano School?Wolfgang Huemer - 2019 - Rivista di Filosofia Neo-Scolastica (4):897-910.
    Among historians of philosophy it is often taken for granted that the “Brentano school” was one of the influential philosophical movements at the end of the nineteenth and the beginning of the twentieth century – but Brentano’s own contributions are often eclipsed by that of his direct students. This invites to reflect on the nature of and the unity within the school. Since Brentano’s conception of a rigorous, scientific philosophy had a strong impact on his students, it has (...)
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  26. Hume’s Two Causalities and Social Policy: Moon Rocks, Transfactuality, and the UK’s Policy on School Absenteeism.Leigh Price - 2014 - Journal of Critical Realism 13 (4):385-398.
    Hume maintained that, philosophically speaking, there is no difference between exiting a room out of the first-floor window and using the door. Nevertheless, Hume’s reason and common sense prevailed over his scepticism and he advocated that we should always use the door. However, we are currently living in a world that is more seriously committed to the Humean philosophy of empiricism than he was himself and thus the potential to act inappropriately is an ever-present potential. In this paper, I explore (...)
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  27. Reason, Tradition, and the Good: Macintyre's Tradition-Constituted Reason and Frankfurt School Critical Theory.Jeffery Nicholas - 2012 - University of Notre Dame Press.
    Introduction: the question of reason -- The Frankfurt School critique of reason -- Habermas's communicative rationality -- Macintyre's tradition-constituted reason -- A substantive reason -- Beyond relativism: reasonable progress and learning from -- Conclusion: toward a Thomistic-Aristotelian critical theory of society.
     
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  28. Machiavelli Against Republicanism: On the Cambridge School's "Guicciardinian Moments".John P. McCormick - 2003 - Political Theory 31 (5):615-643.
    Scholars loosely affiliated with the "Cambridge School" (e.g., Pocock, Skinner, Viroli, and Pettit) accentuate rule of law, common good, class equilibrium, and non-domination in Machiavelli's political thought and republicanism generally but underestimate the Florentine's preference for class conflict and ignore his insistence on elite accountability. The author argues that they obscure the extent to which Machiavelli is an anti-elitist critic of the republican tradition, which they fail to disclose was predominantly oligarchic. The prescriptive lessons these scholars draw from republicanism (...)
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  29.  23
    The Lvov–Warsaw School as a Source of Inspiration for Argumentation Theory.Marcin Koszowy & Michał Araszkiewicz - 2014 - Argumentation 28 (3):283-300.
    The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov–Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz’s account of reasoning and inference, Bocheński’s analyses of superstitions or dogmas, and Frydman’s constructive approach to legal interpretation. This (...)
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  30.  88
    The Objectivity of Subjective Bayesianism.Jan Sprenger - 2018 - European Journal for Philosophy of Science 8 (3):539-558.
    Subjective Bayesianism is a major school of uncertain reasoning and statistical inference. It is often criticized for a lack of objectivity: it opens the door to the influence of values and biases, evidence judgments can vary substantially between scientists, it is not suited for informing policy decisions. My paper rebuts these concerns by connecting the debates on scientific objectivity and statistical method. First, I show that the above concerns arise equally for standard frequentist inference with null hypothesis significance (...). Second, the criticisms are based on specific senses of objectivity with unclear epistemic value. Third, I show that Subjective Bayesianism promotes other, epistemically relevant senses of scientific objectivity—most notably by increasing the transparency of scientific reasoning. (shrink)
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  31.  45
    Validation of a Measure of Ethical Sensitivity and Examination of the Effects of Previous Multicultural and Ethics Courses on Ethical Sensitivity.Lauren Rogers-Serin, Anmol Satiani, Mary M. Brabeck & Selcuk R. Sirin - 2003 - Ethics and Behavior 13 (3):221-235.
    This article describes the development of a computerized version of a measure of ethical sensitivity to racial and gender intolerance, the Racial Ethical Sensitivity Test. The REST was based on James Rest's 4-component model of moral development and the professional codes of ethics from school-based professions. The new version, Racial and Ethical Sensitivity Test-Compact Disk, consists of 5 videotaped scenarios followed by an interactive "interview" presented on compact discs. Data from a study with 58 students provides initial validation of (...)
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  32.  67
    The Just Price: Three Insights From the Salamanca School.Juan Manuel Elegido - 2009 - Journal of Business Ethics 90 (1):29-46.
    In the sixteenth and seventeenth centuries, members of the Salamanca School engaged in a sustained and sophisticated discussion of the issue of just prices. This article uses their contribution as a point of departure for a consideration of justice in pricing which will be relevant to current-day circumstances. The key theses of members of this school were that fairness of exchanges should be assessed objectively, that the fair price of an article is one equal to its ‘value’, and (...)
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  33. HMI and OFSTED : Evolution or Revolution in School Inspection.John Lee & Johh Fitz - 1997 - British Journal of Educational Studies 45 (1):39-52.
    HMI and Ofsted modes of school inpection are described and compared. The links between these modes are stressed. The information gathering capacity of Ofsted enables it to formulate specific and authoritative advice on good curriculum and pedagogic practice and thus to influence the direction of education policy and steer the system generally.
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  34. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires (...)
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  35.  20
    Selection for Delayed Maturity.Nicholas Blurton Jones & Frank W. Marlowe - 2002 - Human Nature 13 (2):199-238.
    Humans have a much longer juvenile period (weaning to first reproduction, 14 or more years) than their closest relatives (chimpanzees, 8 years). Three explanations are prominent in the literature. (a) Humans need the extra time to learn their complex subsistence techniques. (b) Among mammals, since length of the juvenile period bears a constant relationship to adult lifespan, the human juvenile period is just as expected. We therefore only need to explain the elongated adult lifespan, which can be explained by the (...)
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  36.  27
    Linguistic Influences on Mathematical Development: How Important is the Transparency of the Counting System?Ann Dowker, Sheila Bala & Delyth Lloyd - 2008 - Philosophical Psychology 21 (4):523 – 538.
    Wales uses languages with both regular (Welsh) and irregular (English) counting systems. Three groups of 6- and 8-year-old Welsh children with varying degrees of exposure to the Welsh language—those who spoke Welsh at both home and school; those who spoke Welsh only at home; and those who spoke only English—were given standardized tests of arithmetic and a test of understanding representations of two-digit numbers. Groups did not differ on the arithmetic tests, but both groups of Welsh speakers (...)
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  37. Brentano and the Lvov-Warsaw School.Arianna Betti - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 334-340.
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  38.  32
    Does Management Experience Change the Ethical Perceptions of Retail Professionals: A Comparison of the Ethical Perceptions of Current Students with Those of Recent Graduates? [REVIEW]Ann M. DuPont & Jane S. Craig - 1996 - Journal of Business Ethics 15 (8):815 - 826.
    The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley (1985–1976), Gifford and Norris (1987), Norris and Gifford (1988), and Burns and Rayman (1989) examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically (...)
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  39.  33
    Descriptions and Tests for Polysemy.Andrei Moldovan - forthcoming - Axiomathes:1-21.
    Viebahn (2018) has recently argued that several tests for ambiguity, such as the conjunction-reduction test, are not reliable as tests for polysemy, but only as tests for homonymy. I look at the more fine-grained distinction between regular and irregular polysemy and I argue for a more nuanced conclusion: the tests under discussion provide systematic evidence for homonymy and irregular polysemy but need to be used with more care to test for regular polysemy. I put this conclusion (...)
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  40.  22
    The Chicago School.William James - unknown
    he rest of the world has made merry over the Chicago man's legendary saying that 'Chicago hasn't had time: to get round to culture yet, but when she does strike her, she'll make her hum.' Already the prophecy is fulfilling itself in a dazzling manner. Chicago has a School of Thought! -- a school of thought which, it is safe to predict, will figure in literature as the School of Chicago for twenty-five years to come. Some universities (...)
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  41.  46
    Commentary on the Concept of Brain Death Within the Catholic Bioethical Framework.Joseph L. Verheijde & Michael Potts - 2010 - Christian Bioethics 16 (3):246-256.
    Since the introduction of the concept of brain death by the Ad Hoc Committee of the Harvard Medical School to Examine the Definition of Brain Death in 1968, the validity of this concept has been challenged by medical scientists, as well as by legal, philosophical, and religious scholars. In light of increased criticism of the concept of brain death, Stephen Napier, a staff ethicist at the National Catholic Bioethics Center, set out to prove that the whole-brain death criterion serves (...)
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  42. A Review of the LSAT Using Literature on Legal Reasoning.Gilbert E. Plumer - 2000 - Law School Admission Council Computerized Testing Report 97 (8):1-19.
    Research using current literature on legal reasoning was conducted with the goals of (a) determining what skills are most important in good legal reasoning according to such literature, (b) determining the extent to which existing Law School Admission Test item types and subtypes are designed to assess those skills, and (c) suggesting test specifications or new or refined item types and formats that could be developed in the future to assess any important skills that appear [by (a) and (b)] (...)
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  43. Was Ludwig von Mises a Conventionalist? - A New Analysis of the Epistemology of the Austrian School of Economics.Alexander Linsbichler - 2017 - Palgrave Macmillan.
    This book presents a concise introduction to the epistemology and methodology of the Austrian School of economics as defended by Ludwig von Mises. The author provides an innovative interpretation of Mises’ arguments in favour of the a priori truth of praxeology, the received view of which contributed to the academic marginalisation of the Austrian School. The study puts forward a unique argument that Mises – perhaps unintentionally – defends a form of conventionalism. Chapters in the book include detailed (...)
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  44. What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU.Mason Richey - 2008 - International Journal of Interdisciplinary Social Sciences 3 (6):63-72.
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  45.  76
    The Hatred of Public Schooling: The School as the Mark of Democracy.Maarten Simons - 2010 - Educational Philosophy and Theory 42 (5-6):666-682.
    This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, 'École, production, égalité'[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a (...)
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  46.  50
    You Can Know Your School and Feed It Too: Vermont Farmers' Motivations and Distribution Practices in Direct Sales to School Food Services.David Conner, Benjamin King, Jane Kolodinsky, Erin Roche, Christopher Koliba & Amy Trubek - 2012 - Agriculture and Human Values 29 (3):321-332.
    Farm to School (FTS) programs are increasingly popular as methods to teach students about food, nutrition, and agriculture by connecting students with the sources of the food that they eat. They may also provide opportunity for farmers seeking to diversify market channels. Food service buyers in FTS programs often choose to procure food for school meals directly from farmers. The distribution practices required for such direct procurement often bring significant transaction costs for both school food service professionals (...)
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  47.  33
    Farm to School Programs: Exploring the Role of Regionally-Based Food Distributors in Alternative Agrifood Networks. [REVIEW]Betty T. Izumi, D. Wynne Wright & Michael W. Hamm - 2010 - Agriculture and Human Values 27 (3):335-350.
    Farm to school programs are at the vanguard of efforts to create an alternative agrifood system in the United States. Regionally-based, mid-tier food distributors may play an important role in harnessing the potential of farm to school programs to create viable market opportunities for small- and mid-size family farmers, while bringing more locally grown fresh food to school cafeterias. This paper focuses on the perspectives of food distributors. Our findings suggest that the food distributors profiled have the (...)
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  48.  38
    Impact of Mba Education on Students' Values: Two Longitudinal Studies. [REVIEW]Venkat R. Krishnan - 2008 - Journal of Business Ethics 83 (2):233 - 246.
    The impact of 2-year residential fulltime MBA program on students’ values was studied using a longitudinal design and data collected over 7 years from a business school in India. Values were measured when students entered the program, and again when they graduated. Sample in Study 1 consisted of 229 students from three consecutive graduating classes. Rank-order or ipsative measure of values was used. Results of matched sample t-tests show that self-oriented values like a comfortable life and pleasure become (...)
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  49.  51
    The Relationships Between School Inspections, School Characteristics and School Improvement.M. C. M. Ehren & A. J. Visscher - 2008 - British Journal of Educational Studies 56 (2):205-227.
    The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. The theoretical framework for this research is partly based on the policy theory behind the Dutch Educational School Supervision Act (the latter includes assumptions about how school inspections lead to school improvement). Interviews and a (...)
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  50.  41
    The Emergence and Framing of Farm-to-School Initiatives: Civic Engagement, Health and Local Agriculture. [REVIEW]Jessica M. Bagdonis, C. Clare Hinrichs & Kai A. Schafft - 2009 - Agriculture and Human Values 26 (1-2):107-119.
    Interest in and initiation of farm-to-school (FTS) programs have increased in recent years, spurred on by converging public concerns about child obesity trends and risks associated with industrialization and distancing in the modern food system. A civic agriculture framework that more specifically considers civic engagement and problem solving offers insights about variations in the development and prospects for FTS programs. Drawing on comparative case studies of two emerging FTS initiatives in Pennsylvania—one in a rural setting and one in an (...)
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