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2. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology - Volume 1 and Selected Papers on the Practice of Educational Communications and Technology - Volume 2 (34th, Jacksonville, Florida, 2011)
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]
- Published
- 2011
3. Do Poor Kids Deserve Lower-Quality Education than Rich Kids? Evaluating School Privatization Proposals in Milwaukee, Wisconsin. EPI Briefing Paper #375
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Economic Policy Institute and Lafer, Gordon
- Abstract
During the past year, Wisconsin state legislators debated a series of bills aimed at closing low-performing public schools and replacing them with privately run charter schools. These proposals were particularly targeted at Milwaukee, the state's largest and poorest school district. Ultimately, the only legislation enacted was a bill that modestly increases school reporting requirements, without stipulating consequences for low performance. Nevertheless, the more ambitious proposals will likely remain at the core of Wisconsin's debates over education policy, and legislative leaders have made clear their desire to revisit them in next year's session. To help inform these deliberations, this report addresses the most comprehensive set of reforms put forward in the 2013-2014 legislative session. Backers of these reforms are particularly enamored of a new type of charter school represented by the Rocketship chain of schools--a low-budget operation that relies on young and inexperienced teachers rather than more veteran and expensive faculty, that reduces the curriculum to a near-exclusive focus on reading and math, and that replaces teachers with online learning and digital applications for a significant portion of the day. Rocketship proposes that its model--dubbed "blended learning" for its combination of in-person and computerized instruction--can cut costs while raising low-income students' test scores (Rocketship Education 2011). The call for public schools to be replaced by such tech-heavy, teacher-light operations comes from some of the most powerful actors in local and national politics: the major corporate lobbies, including Wisconsin Manufacturers and Commerce, Americans for Prosperity, and the Metropolitan Milwaukee Association of Commerce (MMAC). It is these groups, rather than parents or community organizations, that provided the impetus for legislators to consider proposals for mass school closure and privatization in Milwaukee. This report evaluates the "blended learning" model of education exemplified by Rocketship and seeks to understand how the "school accountability" legislation debated during the most recent legislative session would likely affect Milwaukee schools. This briefing paper also explains how such proposals might fit within the broader economic agenda of both local and national corporate lobbies. Above all, the report questions why an educational model deemed substandard for more privileged suburban children is being so vigorously promoted--perhaps even forced--on poor children in Milwaukee.
- Published
- 2014
4. The Long-Term Impact of High School Civics Curricula on Political Knowledge, Democratic Attitudes and Civic Behaviors: A Multi-Level Model of Direct and Mediated Effects through Communication. CIRCLE Working Paper #65
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CIRCLE (The Center for Information and Research on Civic Learning and Engagement), Hutchens, Myiah J., and Eveland, William P.
- Abstract
This report examines the effects of exposure to various elements of a civics curriculum on civic participation, two forms of political knowledge, internal political efficacy, political cynicism, news elaboration, discussion elaboration and various forms of interpersonal and mediated political communication behaviors. The data are based on a longitudinal study of high school students in a challenged large urban school district in Ohio. Two approaches to instruction are contrasted: stimulating political communication by discussing media sources and engaging in political debate; and rote learning of traditional civics content. Both approaches correlated "negatively" with civic outcomes, but there could be several interpretations of that correlation. Fifteen appendices are included: (1) Correlation Table for Dependent, Mediating and Control Variables; (2) Summary of Intraclass Correlations (ICC) and Significance of Level of Variance Accounted for in Random Effects (Empty) HLM Models; (3) School Contextual Model for Factual Political Knowledge; (4) School Contextual Model for Civic Participation; (5) School Contextual Model for Cynicism; (6) Classroom Environment Contextual Model for Newspaper Use; (7) Classroom Environment Contextual Model for Factual Political Knowledge; (8) Classroom Environment Contextual Model for Knowledge Structure Density; (9) Classroom Environment Contextual Model for Civic Participation; (10) Classroom Environment Contextual Model for Cynicism; (11) Course Contextual Model for Newspaper Use; (12) Course Contextual Model for Discussion Frequency; (13) Course Contextual Model for Factual Political Knowledge; (14) Course Contextual Model for Civic Participation; and (15) Course Contextual Model for Discussion Elaboration. (Contains 3 figures, 2 tables and 3 footnotes.)
- Published
- 2009
5. Teaching 'The Federalist Papers' in Secondary Schools.
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Patrick, John J.
- Abstract
Although the collection of papers known as "The Federalist" (first published in 1788) has offered enduring wisdom to lawyers, judges, politicians, and scholars about principles and issues of constitutional government, this classic work has not occupied a prominent place in high school history and government courses. "The Federalist" deserves to occupy a prominent place and it should serve as an anchor for citizenship education. High school textbooks and curricula have treated "The Federalist" quite shabbily out of a belief that the document was too old, too removed from modern political realities, and too difficult to meet the interests and needs of modern students. Yet "The Federalist" can present teachers and students with insightful and provocative responses to the paradoxical problems of constitutional democracy--perennial problems that must be addressed by every generation of citizens. Three strategies for teaching and learning "The Federalist" are proposed and discussed: (1) document-based teaching and learning; (2) issues-based teaching and learning; and (3) course-wide infusion of core ideas. By challenging high school students to analyze and appraise ideas and issues in "The Federalist," secondary school teachers can contribute significantly to perpetuation of civic learning for ordered liberty in a civil society. (DB)
- Published
- 1990
6. Hong Kong Papers in Linguistics and Language Teaching, 16.
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Hong Kong Univ. Language Centre. and Nakhoul, Liz
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Articles and reports in this issue include the following: "Co-text or No Text: A Study of an Adapted Cloze Technique" (Dave Coniam); "Small-Corpora Concordancing in ESL Teaching and Learning" (Bruce K.C. Ma); "Interdisciplinary Dimensions of Debate" (S. Byron, L. Goldstein, D. Murphy, E. Roberts); "Can English Enhancement Programmes Be Efficient?" (Desmond Allison); "Towards a 'Metalingua Franca'" (Nigel J. Bruce); "Linking Language and Content Instruction in the Social Sciences" (Lily Leung, Max Hui Bon Hoa); "Using Study Guides: An Approach to Self-Access" (Linda Cooley); "Teachers' Attitudes to Self-Access Learning" (Elaine Martyn, Peter Voller); "Copyright, Publishers, and Self-Access Centres" (David Gardner); "Developing Computer Text Corpora at HKU" (Phil Benson); "Progress Report on Plagiarism: (Alastair Pennycook); and "Progress Report on Bilingual Writing Ability" (Shirley Lim). Book reviews, conference reports, and a list of contents for the Hong Kong Papers in Linguistics and Language Teaching, Numbers 1-15 are also included in this issue. (JL)
- Published
- 1993
7. Incorporating the Biological Bases of Behavior throughout Introduction to Psychology: A Review and Application of 7½ Lessons about the Brain
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Williamson, Manda J.
- Abstract
Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."
- Published
- 2022
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8. Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme. Working Paper WR-1044-IBO
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RAND Corporation, International Baccalaureate (IB) Organization, and Saavedra, Anna Rosefsky
- Abstract
Originally founded as a private means for diplomats' children to earn an internationally recognized high school diploma, today the International Baccalaureate (IB) Diploma Programme (DP) serves students from a variety of backgrounds in 144 countries. The IB mission and Learner Profile--consisting of ten attributes to foster in students--suggest that development of students' citizenship is the core purpose of an IB education. In this study, in four public schools in California that offer the DP, I interviewed DP Coordinators, teachers (n = 15) and students (n = 24) to learn their perspectives about how and the extent to which the DP develops students' citizenship. I also surveyed students using items that were administered as part of other surveys to large samples of high school-enrolled 17 and 18 year olds. The results indicate that the DP's heavy pedagogical reliance on discussions, debates, oral presentations, written assignments and teamwork, enables students to develop many of the skills that are necessary for civic advocacy. Results also indicate that the DP places a strong emphasis on students' knowledge of issues related to public policy. Interview results indicate that the DP does not seem to strongly prioritize students' knowledge of U.S. government structure and functioning. The student survey results, however, show that compared to nationally representative samples of similarly aged 12th-grade students, the sample of IB students scored higher on nine of ten items that tested their knowledge of U.S. government history and functioning. The DP develops students' citizenship through promoting their awareness of political and social issues and required active engagement with a local or global issue. Most IB students and teachers feel that the DP develops students' academic civic mindedness and model citizenship to a considerably greater extent than other curricular alternatives (including California College Prep and Advanced Placement courses). Finally, teachers feel that the strongest limitation to their prioritization of students' citizenship development is their lack of clarity on how to frame the civic implications of the knowledge, skills and attitudes they seek to develop. The paper includes the following appendices: (1) Student interview protocol; (2) Teacher interview protocol; (3) Student survey; and (4) Student survey details.
- Published
- 2014
9. Instructional Time and the Place of Aesthetic Education in School Curricula at the Beginning of the Twenty-First Century. IBE Working Papers on Curriculum Issues No. 1
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International Bureau of Education (IBE) (Switzerland), Amadio, Massimo, Truong, Nhung, and Tschurenev, Jana
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Starting with a brief historical overview of the institutionalization of aesthetic education, particularly in the Western countries, this paper will review some of the major ideologies and research findings related to the value of aesthetic education. It will attempt to highlight certain learning theories and approaches to arts education in school. Some main issues, debates and trends surrounding aesthetic education today and its relevance in the local and global contexts are also reviewed. Finally, the last section of this paper will explore some global and regional patterns concerning the prevalence of, and relative emphasis placed on, aesthetic education over the first nine years of schooling at the beginning of the twenty-first century. A bibliography is included, along with a list of selected links relevant to aesthetic education. (Contains 14 figures, 3 tables, and 13 footnotes.)
- Published
- 2006
10. Measuring Job Content: Skills, Technology, and Management Practices. Discussion Paper No. 1357-08
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University of Wisconsin-Madison, Institute for Research on Poverty and Handel, Michael J.
- Abstract
The conceptualization and measurement of key job characteristics has not changed greatly for most social scientists since the Dictionary of Occupational Titles and Quality of Employment surveys were created, despite their recognized limitations. However, debates over the roles of job skill requirements, technology, and new management practices in the growth of inequality have led to renewed interest in better data that directly addresses current research questions. This paper reviews the paradigms that frame current debates, introduces new measures of job content designed specifically to address the issues they raise from the survey of Skills, Technology, and Management Practices (STAMP), and presents evidence on validity and reliability of the new measures. (Contains 6 tables, 1 figure, and 21 footnotes.) [Additional support for this work was provided by the Wisconsin Alumni Research Fund.]
- Published
- 2008
11. Papers in ESL. Selected Conference Papers of the Association of Teachers of English as a Second Language.
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National Association for Foreign Student Affairs, Washington, DC. and Morley, Joan
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This collection of papers on teaching English as a second language includes the following: (1) "Testing: A Case for Cooperation," by Paul A. Angelis; (2) "Developing a Learning Syllabus in ESL by Teacher Consensus," by Donald Byrd; (3) "Using Debate in ESOL," by Janet Constantinides and Mary Fry; (4) "Non-Verbal Films for Discussion," by Stephen Duffy; (5) "Testing Reading Comprehension in ESL: Background and Current State of the Art," by David Harris; (6) "Reading English as a Second Language," by Betty Wallace Robinett; (7) "Productivity in Intermediate and Advanced Levels of ESL," by Jacquelyn Schachter; and (8) "Training Teachers for the Role of Nonverbal Communication in the Classroom," by Harvey Taylor. (CFM)
- Published
- 1976
12. College Summer Institutes Should Not Coach High School Debaters on the Current High School Debate Topic [and] Reaction Paper.
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Kalmon, Stevan and Brittain, Robert
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Differing viewpoints, expressed in these two papers, address the question of whether college summer institutes should coach high school debaters on the current national debate topic. The first paper presents a three-part argument against coaching on the current topic: (1) the educational potential of summer workshops is not fully realized because current emphasis is more on coaching the upcoming national debate topic than on teaching debate; (2) the competitive nature of most workshops undermines the broader, more fundamental teaching goals; (3) the institutes can be improved by substituting teaching for coaching. The reaction paper argues that time constraints plague both debaters and coaches and discusses the coach's role in the teaching of forensic fundamentals, emphasizing the need for the coach to understand the new topic at issue. High school coaches should assume the primary function of teaching the fundamentals and college summer institutes should build on those fundamentals within the framework of the current national debate topic. (JD)
- Published
- 1985
13. Argument and Conversation as Discourse Models of Knowledge Use. Occasional Paper No. 68.
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Buchmann, Margret
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This paper considers discourse models of knowledge and use and social problem solving that revive the tradition of dialectical reasoning (the broader term) or rhetoric, i.e., the art of using language, in speaking or writing, to convince others that something is true, right, or better. Discourse models of knowledge use allow taking the context-bound, tentative nature of research knowledge, as well as the beliefs and purposes of clients and patrons, into consideration. Problems derive from a failure to meet such empirical preconditions (e.g., social organization of discourse), and from the fact that such empirical preconditions pre-suppose concepts of knowledge with an egalitarian rather than an authoritative cast. Where people do not appeal to such standards, discourse may simply reinforce existing inequalities. Social reform and educational change depend in part on a rejection of the dialectical tradition insofar as it involves the language of persuasion rather than that of experiments. These problems are illustrated by looking at pre-suppositions and limitations of argument as a discourse model of knowledge use. In conclusion, argument is contrasted with conversation, and conversation itself is considered as a concept of education. (Author/JD)
- Published
- 1983
14. American Forensics in Perspective. Papers from the National Conference on Forensics (2nd, Evanston, Illinois, September 12-15, 1984).
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Speech Communication Association, Annandale, VA. and Parson, Donn W.
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Providing a record of the deliberations of the Second National Conference of Forensics is the function of this book, which is organized around the deliberations and results of each of the following nine work groups: (1) rationale for forensics, (2) ethics of forensics, (3) promotion and tenure standards, (4) strengthening educational goals, (5) strengthening and expanding programs, (6) interorganizational cooperation, (7) topic selection in debate, (8) summer institutes, and (9) individual events. Each chapter provides an introduction to the problems addressed by a particular work group. Where issues were in controversy, that disagreement is indicated. Following the introductory statements are resolutions adopted by the conference from each work group. A short statement of rationale or implementation follows each resolution. In some cases, the introductory essays contain statements from the position papers of work group members. Where that is not the case, the chapter contains a section with comments drawn from individual position papers. In some chapters, primarily those on rationale, ethics, and promotion and tenure, the product of the work group was a position paper adopted by the conference. The last chapter reflects the views of some administrators in the presentation to the conference by J. Thomas Goodnight. The appendix contains names of the members of the planning committee, work groups, administrators, and the reactor group. (EL)
- Published
- 1984
15. White Paper on Televised Political Campaign Debates.
- Abstract
Surveys existing research on televised campaign debates; indicates areas for future research; considers the resources needed to expand and improve current research efforts; and encourages more systematic and sustained inquiry. Notes two compelling needs in terms of resources: an archive containing comprehensive records of media coverage of the debates and a longitudinal dataset on citizens' responses to debates. (SG)
- Published
- 2002
16. The Presidential Platform on Twenty-First Century Education Goals
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Tichnor-Wagner, Ariel and Socol, Allison Rose
- Abstract
As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree's (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America's global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.
- Published
- 2016
17. Phallic Facts, Fallacies, and Fantasies: Comments on Cohn's 1994 Paper on Melanoplus spretus (Walsh)
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Lockwood, Jeffrey A.
- Published
- 1996
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18. "El botafuego que volcaniza la nación": formación de un marco discursivo común sobre libertad de imprenta en papeles públicos en Colombia y la República de Nueva Granada (1821-1851).
- Author
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Vélez-Rendón, Juan-Carlos
- Subjects
FREEDOM of the press ,PRINTING presses ,PUBLIC opinion ,DISCONTENT ,NEWSPAPERS - Abstract
Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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19. Tracing the Effects and Impacts of the 'Memorandum on Lifelong Learning' in the Scholarly Debate since Its Inception
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Ekkehard Nuissl and Simona Sava
- Abstract
The "Memorandum on Lifelong Learning" was launched in October 2000 by the European Commission and has been debated ever since in all member states of the European Union, leading to the publication of a follow-up document in 2001 which promoted a "European area of lifelong learning". The "Memorandum" was a unique document in terms of both form and content, and its outcome and immediate impact were remarkable. But what is the long-term effect of this document, considering policymaking processes and scholarly debates in various EU member states and beyond? The authors of this article aim to answer this question by highlighting the "Memorandum's" "key messages" and analysing how it is referenced in academic papers and publications. Their main findings confirm the "Memorandum's" significant impact, including a long-term one, particularly in raising awareness of the importance of adult education in the political debate. Despite a decrease in explicit references to the document in policy papers over the past ten years, other more recent references to the "Memorandum" can still be identified in the latest policy documents and academic debates. Scholarly papers are particularly interested in critical content analysis, pointing out the strengths and limitations of the "Memorandum" and its follow-up document. During the past decade, the academic debate has become more active than in the first ten years since the "Memorandum's" publication, demonstrating its long-term impact on various sectors in the field of lifelong learning, even outside Europe.
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- 2024
- Full Text
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20. Outcome-Based Education: Reframing the Debate. Occasional Paper No. 3.
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Council for Aid to Education, New York, NY. and Lewis, Priscilla
- Abstract
This article offers four explanations of why outcome-based education (OBE) has proven to be so controversial. First, OBE requires consideration of the central purposes of compulsory public education, on which there is sharp philosophical disagreement, and the outcome-defining process involves input from many groups with many different perspectives, including students, parents, educators, higher education institutions, employers, community leaders, taxpayers, and policymakers. Second, conflict has arisen between two kinds of OBE and between the interest groups allied with one version or the other. The original version of OBE confined itself fairly narrowly to academic achievement, while the other version (known as transformational OBE) encompasses not only academic knowledge and competence but also affective and attitudinal dimensions of learning. Third, OBE is not "just" about outcomes, but involves a relationship between outcomes and inputs, which are often questions of cost. Fourth, OBE has become a contest for control over the "culture" of education, emphasizing not the actual goals proposed for inclusion in OBE but who proposes them. The four explanations are designed to help construct a framework for understanding and engaging in the OBE debate. (JDD)
- Published
- 1994
21. So, what is chiropractic? Summary and reflections on a series of papers in Chiropractic and Manual Therapies
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Jan Hartvigsen and Simon D. French
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Chiropractic ,Education ,Disability ,X-ray ,Debate ,RZ201-275 ,Diseases of the musculoskeletal system ,RC925-935 - Abstract
Abstract This commentary brings the 2017–2019 thematic series What is Chiropractic? to a close. The 18 papers published in the series contribute to a better understanding of what chiropractic is, where chiropractors practice and function, who seeks their care, what chiropractors do, and how they interact with other healthcare professionals. Several papers in the series highlighted deeply rooted disagreements within chiropractic about fundamental issues pertaining to ideology, acceptance of scientific evidence as the basis for clinical practice and the future of chiropractic. If the chiropractic profession is to remain relevant in today’s evidence-based healthcare environment, there is an urgent for the profession to undertake further research to describe what chiropractic is, what chiropractors do, and provide evidence for the value of these activities to patients and healthcare decision makers.
- Published
- 2020
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22. Two Paths to Quality Teaching: Implications for Policymakers. An ECS Staff Comparison of the Positions of the National Commission on Teaching and America's Future and the Thomas B. Fordham Foundation.
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Education Commission of the States, Denver, CO.
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This paper focuses on the positions espoused by Linda Darling-Hammond and Chester E. Finn, Jr., during a March 26, 2000, debate between the two scholars. The document contains four sections: (1) an edited transcript of the main part of the debate that contains additions from both participants for the revised May 8 edition of the paper; (2) rebuttals of the two participants; (3) a side-by-side analysis that summarizes the points of agreement and disagreement between the two participants; and (3) a discussion of what Education Commission of the States (ECS) believes are the core points of consensus between the arguments and their implications for policymakers. In her statements, Darling-Hammond reviews five major areas of recommendations: standards for both students and teachers; reinventing teacher preparation and professional development; fixing teacher recruitment; encouraging and rewarding teacher knowledge and skills; and creating schools that are organized for student and teacher success. Finn discusses the overall similarities between his and Darling-Hammond's positions, but he emphasizes the fundamental difference between the two, namely, what constitutes a good teacher. The paper closes with some of the debate's implications for policymakers, such as ensuring that teachers have command of their subject matter and providing salary incentives for teachers who accept challenging teaching assignments. (RJM)
- Published
- 2000
23. The Italian reaction to the Giubilini and Minerva paper
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Mori, Maurizio
- Published
- 2013
24. Affirmative Action in American Law Schools: A Briefing before the United States Commission on Civil Rights Held in Washington, D.C., June 16, 2006. Briefing Report
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US Commission on Civil Rights
- Abstract
On June 16, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on affirmative action in American law schools. The panel convened to debate the empirical strength of the research on the effects of racial preferences in law school admissions and the legal and policy implications of the American Bar Association's diversity standards. Richard Sander, professor at University of California at Los Angeles Law School, and Richard O. Lempert, professor at the University of Michigan Law School, addressed the impact of racial preferences in law school admissions on the academic performance and bar admissions of African-American students. David Bernstein, Professor of Law at George Mason University, and Dean Steven Smith, Chair of the American Bar Association's Council on the Section on Legal Education and Admissions to the Bar and Dean of the California Western School of Law, addressed the standards by which law schools are accredited by the Council and the Council's then-proposed changes. This paper provides the summary of the proceedings. This publication includes the following papers: (1) Testimony for the U.S. Commission on Civil Rights (Richard H. Sander); (2) Testimony for the U.S. Commission on Civil Rights (Richard Lempert with William Kidder); (3) Opening Statement Before the United States Civil Rights Commission (Dean Steven R. Smith); (4) Standard 211: Unlawful and Unwise (David E. Bernstein); (5) Statement of Chairman Gerald A. Reynolds on Affirmative Action in American Law Schools; (6) Statement of Commissioner Gail I. Heriot (Joined by Chairman Gerald A. Reynolds); (7) Joint Dissent of Commissioners Arlan D. Melendez and Michael J. Yaki; (8) Dissent of Commissioner Michael J. Yaki; and (9) Joint Response to Commissioners Michael Yaki and Arlan D. Melendez (Chairman Gerald A. Reynolds, Vice Chair Abigail N. Thernstrom, and Commissioners Jennifer C. Braceras, Gail I. Heriot, Peter N. Kirsanow, and Ashley L. Taylor, Jr.). Appended are: (1) American Bar Association Section of Legal Education and Admissions to the Bar: Report to the House of Delegates; and (2) Commentary on Revisions to Standards for Approval of Law Schools 2005-06. (Contains 16 tables, 5 figures and 275 footnotes.)
- Published
- 2007
25. From Best Research to What Works: Performance-Based Compensation in Public Education
- Author
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Albert Shanker Institute, Washington, DC
- Abstract
This document is a transcript of a forum held in Washington, D.C. on June 6, 2006 on performance-based compensation in public education. The discussion was introduced by Eugenia Kemble, executive director of the Albert Shanker Institute, forum sponsor. The forum was moderated by Milton Goldberg and featured speakers Edward Lawler (director, Center for Effective Organizations, University of Southern California Marshall School of Business) and Lewis Solmon (President, Teacher Advancement Program Foundation). Although the issue of performance-based pay is one of the more controversial issues in education, as many as 30 states have legislation or regulations talking to this issue, reflecting the practice of the Institute to select for discussion issues where there is an apparent departure between what research indicates and what may be happening in practice. Key issues to consider in rewarding performance (the individual; a group or a collection of individuals; bonuses versus salary increases; recognizing skills) were discussed. In counterpoint, lack of success of research into performance pay in education, the risk of incentivizing certain behaviors to the exclusion of other behaviors, and indicators that performance pay is insufficient motivation were also discussed. Question and answer periods followed each speaker, with participants concluding that the topic is an issue that needs to be sustained, as does that of making major improvements in the way schools are managed, administered and organized to improve student achievement.
- Published
- 2006
26. So, what is chiropractic? Summary and reflections on a series of papers in Chiropractic and Manual Therapies
- Author
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Hartvigsen, Jan and French, Simon D.
- Published
- 2020
- Full Text
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27. Los Angeles Takes over Its School District: An Overview of Mayor Antonio Villaraigosa's Bid to Restructure LAUSD. Policy Note
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Tomas Rivera Policy Inst., Claremont, CA. and Ramirez, Hernan
- Abstract
Across the nation, takeovers of schools or entire systems by mayors, state legislatures, or control boards have come as a result of increasing pressure to improve low performing schools, particularly those in central cities serving disadvantaged or minority students. Citing a need for improvement in the city's schools, Antonio Villaraigosa proposed a number of changes in the way the Los Angeles Unified School District (LAUSD) is run during the 2005 mayoral campaign. The new governance structure is outlined in California Assembly Bill No. 1381 (AB 1381). This legislation calls for a power-sharing arrangement in which the mayor, the elected school board, and the district superintendent would be responsible for overseeing different aspects of the school district. The school reform bill, set to take effect January 1, 2007, faced a legal challenge from school district officials and others who claimed that it violated California's state constitution. On December 21, 2006, a judge declared AB 1381 unconstitutional and blocked its January 1 implementation. Now-Mayor Villaraigosa promptly appealed the ruling, initiating a legal battle over the future of LAUSD that remains ongoing. This policy note places Mayor Villaraigosa's plan for reforming the Los Angeles Unified School District (LAUSD) in a national context, summarizes some of AB 1381's key provisions, and offers an overview of the debate over implementation of AB 1381. Although noting that urban school reform efforts are shaped by the varying contexts of individual cities and their schools, the report cites that mayoral takeover has been found to be related to gains in achievement among low performing schools in other cities, a finding that might be interpreted as favorable for Mayor Villaraigosa's plan to exercise direct control over three clusters of Los Angeles' low performing schools. Ultimately, though, the author concludes that it remains to be seen whether the current reform effort will improve education outcomes for the majority of students in LAUSD. (Contains 35 footnotes.)
- Published
- 2007
28. College Access: Is Government Part of the Solution, or Part of the Problem? Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, First Session (April 19, 2005) Serial No. 109-8
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Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.
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In this Hearing, two academic witnesses debate the effect of federal student aid on college costs. One witness argues that increased federal grant and loan aid to students has led universities to raise tuition. The other witness counters by pointing to decreases in state funding as a primary culprit in public college tuition increases. Contents include: (1) Hearing Held on April 19, 2005; (2) Statement of Members; and (3) Statement of Witnesses.
- Published
- 2005
29. Studies in Teaching: 2022 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2022)
- Author
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 26th Annual Research Forum held June 30, 2022, at Wake Forest University in Winston-Salem, North Carolina. Included are the following ten action research papers: (1) Historical Empathy, Primary Sources, and Subjectivity in History (Camron Alten-Dunkle); (2) Cultivating Classroom Science Outdoors (Sophia Dorsey); (3) "A Good Debate Is One Where I Win": Utilizing Debate as an Instructional Strategy in Secondary Social Studies (Jennifer Griffin); (4) Can Current Events Influence Student Interest in a High School Social Studies Classroom? (Sam Hudson); (5) Art History used in Standard History Courses (Alexis King); (6) Hip-hop Meets Mathematics: The Effects of Teaching Upper Elementary Mathematics Concepts Through the Lens of Hip-hop on Student Engagement, Attitude, and Achievement (Jessica Logan); (7) Impact of Specials on Elementary School Student Engagement (Yuval Solomon); (8) Educational Digital Games (Molly Sugarman); (9) The Influence of Sentence-Combining on Students' Attitude toward Writing (Jenna Whitener); and (10) The Effect of Reflective Practice on Student Mathematics Learning Attitude (Yiming Zhang). Individual papers contain references, tables, and figures. [For the 2021 Research Digest, see ED615309.]
- Published
- 2022
30. Conflict Expression Types: Introducing a New Experiential Exercise
- Author
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Gergana Todorova and John E. Barbuto
- Abstract
Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.
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- 2024
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31. Developing Strategic Learners: Collaborative Reasoning with Strategy Instruction to Scaffold Debate and Support the Writing of Arguments
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Traga Philippakos, Zoi A.
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The paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students' questioning, meaning making, and writing in the context of read alouds during genre-based writing. A process to support students' written production that builds on dialogic applications of argumentative discourse is provided, too. Finally, the paper comments on ways that dialogic argumentation scaffolds students' entry into debate and written argument. Cautionary notes are provided regarding instructional practice and guidelines to teachers.
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- 2022
32. The Center Does Hold: The Sociological Literacy Framework
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Ferguson, Susan J.
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This article provides a critique and an addition to observations raised by Ballantine et al. in this issue. After reviewing the strengths of Ballantine et al.'s article about the need for a core in sociology, I argue that this debate has gone on long enough and needs to be reframed around areas of agreement. Three major curricular projects (that have already begun to move this discussion forward) are presented, including the American Sociological Association (ASA) High School National Standards; the ASA Task Force on "Liberal Learning and the Sociology Major, Updated, Third Edition"; and the Measuring College Learning (MCL) Project. A critical outcome of the MCL Project in sociology is the Sociological Literacy Framework, which is already changing conversations about sociology curricula and learning outcomes. The Sociological Literacy Framework is summarized, and use of this framework is discussed.
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- 2016
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33. Debating the Research Paper (Open to Suggestion).
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Gersten, Karen
- Abstract
Describes a class debate assignment that helps students prepare for writing their first research paper by making the research process a known entity. (SR)
- Published
- 1995
34. 'Bloometizing' the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change
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Bouali, Amina
- Abstract
On the 21st century scent of educational development, 'dialogism' hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin's (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners' higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for "Bloometizing" EFL literature classroom, namely by stimulating and revitalizing the learners' cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners' eyes and to add the 'wow' factor inside literature classrooms.
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- 2021
35. TÜKETİCİ SENETLERİ.
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DOĞAN, Özgür
- Subjects
DOGMA ,DEBATE ,CONSUMERS - Abstract
Copyright of Ankara Barosu Dergileri is the property of Ankara Bar Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
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36. Digital Media in Primary Schools: Literacy or Technology? Analyzing Government and Media Discourses
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Pereira, Sara and Pereira, Luís
- Abstract
This article examines the political and the media discourses concerning the Portuguese governmental program responsible for delivering a laptop named "Magalhães" to all primary school children. The analysis is based on the official documents related to the launch and development of the initiative as well as the press coverage of this topic. The main purpose is to recognize the dominant public discourses and to find out what the media select for the debate in the public sphere. This analysis was done with a particular focus on the critical media literacy framework. The results reveal that the press highlighted the negative aspects of that program and that this framing could have a strong impact on how it was accepted and understood by the public opinion. Analysis also reveals that the governmental initiative was predominantly driven by technological objectives, in particular the access to technology, rather than media literacy objectives.
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- 2015
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37. Prospects and Problems for Religious Education in England, 1967-1970: Curriculum Reform in Political Context
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Freathy, R. J. K. and Parker, S. G.
- Abstract
This article provides an historical case study of an abortive attempt to revise policy and legislation relating to Religious Education (RE) in English schools in the late 1960s and early 1970s. Drawing upon published sources, including parliamentary debates, as well as previously unutilised national archival sources from the Department of Education and Science, it comments upon events which have hitherto been omitted from the historiography of RE, but which help to contextualise significant changes in RE theory and practice at that time. Moreover, it demonstrates that the current parlous state of RE in schools is in part the result of latent and longstanding issues and problems, rather than a consequence of present-day government policy alone. Therefore, in reviewing and developing RE policies and practices, all stakeholders are urged to look more closely at both changes and continuities in the subject's past and the contexts in which they occurred.
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- 2015
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38. A Time-Varying Model to Simulate a Collective Decisional Problem
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Imoussaten, A., Montmain, J., Rico, A., Rico, F., Filipe, Joaquim, editor, and Fred, Ana, editor
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- 2013
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39. Dichotomies in Music Education--Real or Unreal?
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Espeland, Magne
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In this keynote, the author discusses dichotomies having to do with: (1) technology/digital proponents versus non-technology/analogue proponents; (2) a formal/formalist position versus an informal/informalist position; and (3) educator/teacher views versus artist/musician views. The author often wonders what the essence of these dichotomies are, what they mean to the development of the music education profession, and to what extent they are real, in the sense that they represent opposite views concerning values and directions in music education as a profession. In this keynote, the author reflects on some of these questions. (Contains 1 figure and 6 notes.)
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- 2010
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40. Teaching the Survey Non-Traditional Style
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Eichhorn, Niels
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Teaching survey courses at the university level can be a difficult task. The vast majority of students have to take survey classes as part of their curriculum and, as a result, bring a fair amount of resentment and/or ambivalence with them. Furthermore, many students already arrive on campus with negative opinions about history classes. This attitude has an impact on the students' dedication, affecting their study habits and classroom performance. Exams often illustrate this situation when students fail to grasp important material or simply make up answers. Having had his fair share of answers like the Black Death being one result of the great awakening, the author started to rethink the structure of the survey. He had two goals in mind that the restructuring should accomplish: First, to have the survey better represent what historians do and, second, to overcome some of the negative opinions students bring with them into class. In this article, the author explains why he revamped his survey by abolishing the textbook and short answer/essay exams. Instead, he assigns three to four books and assesses students with four to five short papers and two presentations/debates. (Contains 6 notes.)
- Published
- 2013
41. Recovery for all in the community; position paper on principles and key elements of community-based mental health care
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Billy Murphy, René Keet, Catherine van Zelst, Jaap van Weeghel, Chris Nas, Ionela Petrea, Guido Pieters, Cornelis L. Mulder, Michiel Bähler, Koen Westen, Marjonneke de Vetten-Mc Mahon, Torleif Ruud, Laura Shields-Zeeman, Tranzo, Scientific center for care and wellbeing, Geestelijke Gezondheidszorg, Psychiatrie & Neuropsychologie, RS: MHeNs - R2 - Mental Health, and Psychiatry
- Subjects
medicine.medical_specialty ,EXCESS MORTALITY ,lcsh:RC435-571 ,Debate ,DISORDERS ,Consensus Development Conferences as Topic ,media_common.quotation_subject ,Mental health system ,ILLNESS ,Community Networks ,Regional Health Planning ,03 medical and health sciences ,0302 clinical medicine ,SDG 3 - Good Health and Well-being ,Blueprint ,PEOPLE ,lcsh:Psychiatry ,SUPPORT ,medicine ,IMPLEMENTATION ,Humans ,Quality (business) ,Position paper ,030212 general & internal medicine ,Sociology ,Quality of Health Care ,media_common ,business.industry ,Public health ,Service design ,LIVED EXPERIENCE ,STIGMA ,Public relations ,Service provider ,SERVICES ,16. Peace & justice ,Mental health ,Community Mental Health Services ,3. Good health ,030227 psychiatry ,Europe ,Psychiatry and Mental health ,Community-based mental health care ,business ,Working group ,INEQUALITY ,Principles - Abstract
Background Service providers throughout Europe have identified the need to define how high-quality community-based mental health care looks to organize their own services and to inform governments, commissioners and funders. In 2016, representatives of mental health care service providers, networks, umbrella organizations and knowledge institutes in Europe came together to establish the European Community Mental Health Services Provider (EUCOMS) Network. This network developed a shared vision on the principles and key elements of community mental health care in different contexts. The result is a comprehensive consensus paper, of which this position paper is an outline. With this paper the network wants to contribute to the discussion on how to improve structures in mental healthcare, and to narrow the gap between evidence, policy and practice in Europe. Main text The development of the consensus paper started with an expert workshop in April 2016. An assigned writing group representing the workshop participants built upon the outcomes of this meeting and developed the consensus paper with the input from 100 European counterparts through two additional work groups, and two structured feedback rounds via email. High quality community-based mental health care: 1) protects human rights; 2) has a public health focus; 3) supports service users in their recovery journey; 4) makes use of effective interventions based on evidence and client goals; 5) promotes a wide network of support in the community and; 6) makes use of peer expertise in service design and delivery. Each principle is illustrated with good practices from European service providers that are members of the EUCOMS Network. Conclusions Discussion among EUCOMS network members resulted in a blueprint for a regional model of integrated mental health care based upon six principles.
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- 2019
42. Breaking away from the Textbook: A Creative Approach to Teaching American History. Third Edition
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Kintisch, Shelly, Cordero, Wilma, Kintisch, Shelly, and Cordero, Wilma
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This "Third Edition" updates the decades of the 1980s and 1990s and moves into the events and issues of the 21st century. Designed as a teaching supplement for any U.S. history course of study, it can be used in its entirety or selectively to fill in gaps left by traditional textbooks and curricula. The authors seek to bring U.S. history to life for students by providing them with skills to analyze the past and to make history a part of their lives. "Breaking Away from the Textbook: A Creative Approach to Teaching American History" includes: (1) Sections for projects and research work; (2) Homework assignments; and (3) Classroom activities. The chapters, organized chronologically, are devoted to: (1) Current events; (2) Debates; (3) Term papers; and (4) Creating a Special Classroom. The book is designed for library teachers, professors, administrators, and staff developers. After a foreword and introductions to the second and third editions, this book is divided into the following chapters: (1) Exploration of the New World; (2) The Colonists; (3) The American Revolution and the Declaration of Independence; (4) The Constitution and the Bill of Rights; (5) Establishing the New Nation; (6) Expansion and the Frontier; (7) The Civil War; (8) Reconstruction; (9) Life across the United States: 1865-1900; (10) The Industrial Revolution; (11) Immigration; (12) The United States Becomes a World Power; (13) The Twenties; (14) The Great Depression; (15) World War II; (16) The Post-War Years: 1945-1959; (17) The Sixties; (18) The Seventies; (19) The Eighties and Nineties-Ending the 20th Century; (20) Facing the 21st Century; (21) Current Events; (22) Term Papers; (23) A Special Classroom Library--Beyond Reference; and (24) Debates.
- Published
- 2005
43. Using Structured Debate to Achieve Autonomous Student Discussion
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Musselman, Elizabeth Green
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In this article, the author describes a technique she uses to achieve an autonomous student discussion. The technique involves setting up highly structured debates, whose content is informed by coherent sets of primary sources and whose form models one aspect of how professional historians work. Students are required to read about twenty to twenty-five pages of primary documents whose authors disagree on an important question, and then debate with each other which interpretation the documents best support. This teaching tool has a number of advantages. First, whereas in the open-ended research paper a student might immerse himself more fully in other scholars' interpretations of history, these debates force the student to focus on primary sources. This gives students direct experience with making history out of its raw materials. Second, by independently discussing interpretations with other class members, students come to see themselves as co-producers of a historical knowledge that is never final--in other words, a process that always needs their input, whether or not they become professional historians themselves. When assigned a traditional research paper, students typically think of the professor as their only audience, and--because they need to develop a coherent thesis--hope they manage to hit on the "right" argument. By contrast, debates emphasize the open-ended quality of historical scholarship and the importance of discussion with colleagues in formulating more sophisticated understandings of history. (Contains 2 notes.)
- Published
- 2004
44. Information Ethics in the Twenty First Century
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Sturges, Paul
- Abstract
The first decade of the twenty first century has seen a growing interest and intellectual debate within the information professions, focusing on issues where an ethical dimension predominates. This paper provides an overview of codes of practice, published literature, conference proceedings and educational programs that focus on information ethics, and considers how this is enriching the discourse of our profession and opening up the potential for fruitful cross-disciplinary inquiry and debate. (Contains 19 notes.)
- Published
- 2009
45. How to tackle the conundrum of quality appraisal in systematic reviews of normative literature/information? Analysing the problems of three possible strategies (translation of a German paper)
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Marcel Mertz
- Subjects
Health (social science) ,Debate ,media_common.quotation_subject ,Context (language use) ,Medical ethics ,0603 philosophy, ethics and religion ,Ethics, Research ,03 medical and health sciences ,0302 clinical medicine ,Empirical research ,Germany ,Humans ,Quality (business) ,Normative information ,030212 general & internal medicine ,media_common ,Normative literature ,lcsh:R723-726 ,Management science ,Health Policy ,Evidence-based ethics ,Methodology ,06 humanities and the arts ,Bioethics ,Data Accuracy ,Issues, ethics and legal aspects ,Systematic review ,Philosophy of medicine ,Quality appraisal ,Normative ,060301 applied ethics ,Periodicals as Topic ,Psychology ,lcsh:Medical philosophy. Medical ethics ,Systematic Reviews as Topic - Abstract
Background In the last years, there has been an increase in publication of systematic reviews of normative (“argument-based”) literature or of normative information (such as ethical issues) in bioethics. The aim of a systematic review is to search, select, analyse and synthesise literature in a transparent and systematic way in order to provide a comprehensive and unbiased overview of the information sought, predominantly as a basis for informed decision-making in health care. Traditionally, one part of the procedure when conducting a systematic review is an appraisal of the quality of the literature that could be included. Main text However, while there are established methods and standards for appraising e.g. clinical studies or other empirical research, quality appraisal of normative literature (or normative information) in the context of a systematic review is still rather a conundrum – not only is it unclear how it could or should be done, but also the question whether it necessarily must be done is not settled yet. Based on a pragmatic definition of “normative literature” as well as on a typology of different types of systematic reviews of normative literature/information, this paper identifies and critically discusses three possible strategies of conducting quality appraisal. Conclusions The paper will argue that none of the three strategies is able to provide a general and satisfying solution to the problems associated with quality appraisal of normative literature/information. Still, the discussion of the three strategies allows outlining minimal conditions that elaborated strategies have to meet in future, and facilitates sketching a theoretically and practically promising strategy.
- Published
- 2019
46. The Struggle for Comprehensive Education in the Netherlands: The Representation of Secondary School Innovation in Dutch Newspaper Articles in the 1970s
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Amsing, Hilda T. A., Greveling, Linda, and Dekker, Jeroen J. H.
- Abstract
This article focuses on how Dutch newspapers represented the debate in the Netherlands in the 1970s on comprehensive education and thus influenced the Dutch Middle School experiment. Wiborg's identification of key factors of success in Scandinavia was used as a point of reference. The article shows that these key factors did not exist in the Netherlands because of the polarisation of liberals and social democrats. Furthermore, the article shows how newspapers played different roles, varying from disseminators of new ideas to sparking debate and from communicators of political views to a barometer, consequently influencing the political strategies chosen.
- Published
- 2013
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47. Promoting Preschool Pre-Service Teachers' Understanding of Food Additives Using the Debate Method
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Aydin, Ganime and Saribas, Deniz
- Abstract
The aim of this research is to investigate the development of preschool education pre-service teachers' (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST's opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research.
- Published
- 2023
48. Debate as an Educational Method in Hungary: The Policy Environment and Needs in Teacher-Training
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Venkovits, Balázs and Makay, Mariann
- Abstract
The benefits of using formalized debates in the classroom are widely known as debating develops various skills that students need both inside and outside the modern educational system. Such competences range from communication and research skills, critical thinking, team work, public speaking, and self-confidence (Kennedy, 2007; Medina, 2020; Snider & Schnurer, 2006). However, while debating is frequently used both in regular classroom settings and as extra-curricular activities in various countries, it is still largely neglected as an educational tool in Hungary. This is true both in secondary and tertiary education with the teaching of debate mostly absent from teacher-training programs as well. After an overview of research findings on the key benefits of using debates in the classroom, the paper examines the educational policy environment in Hungary concerning the use of debates and based on various surveys argues that the manifold benefits of debating could also be exploited in Hungary as it is not only enabled by the core and general curricula but also caters for a clear need both in teacher training and daily educational practice.
- Published
- 2023
49. Expropriations, property confiscations and new offshore entities: Evidence from the Panama Papers.
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Bayer, Ralph-C., Hodler, Roland, Raschky, Paul A., and Strittmatter, Anthony
- Subjects
- *
EMINENT domain , *TAX havens , *CONFISCATIONS , *DEBATE - Abstract
We study a motive for why individuals may hide wealth in offshore entities that has received scant attention in the academic literature and the public debate: the fear of expropriation. We use the Panama Papers and data on media reporting on expropriations and property confiscations. We document that such news reports increase the probability that offshore entities are incorporated by agents from the same country in the same month. This result is robust to the use of country-year- and month-fixed effects and the exclusion of tax havens. The effect is stronger in countries with well-functioning governments. We argue that individuals start hiding their proceeds from illegal activities in offshore entities when reasonably well-intended and well-functioning governments become more serious about law enforcement. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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50. Curriculum Debate and Policy Change
- Author
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Elgstrom, Ole and Hellstenius, Mats
- Abstract
This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools--progressivism and essentialism--completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society. (Contains 1 note.)
- Published
- 2011
- Full Text
- View/download PDF
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