Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag

In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.     

From Innocence to Suffering to Awareness:Nada Confrontation in Francis Macomber

The Short Happy Life of Francis Macomber is a quintessential Hemingway tale of one man’s attempt to overcome an in ternal struggle by mastering the external world. Francis Macomber discovers his own bravery and strength when he ignores his self-consciousness and relies on instinct. This essay will examine Hemingway’s code and how it confronts nada thus analyze Macomber’s change from innocent to suffering to aware.     

福山的经济伦理思想初探

福山敏锐地觉察到现代社会经济发展与道德堕落问题，对道德的积极作用给予了肯定，主张社会资本和信任的重建。他的思想具有重要意义，但其对策缺乏系统的具体安排，存在道德一元论倾向，将自由主义民主作为历史终结的看法需要进一步研究。     

Response to Clemans

Clemans (1993) argued that the use of item response theory (IRT) to vertically scale Form E of the California Achievement Tests produces inappropriate results. In this response we show that (a) Cleman's analysis of school district data was incomplete, inconsistent, and did not follow good measurement practice; (b) the simulation he conducted was unfairly stacked against IRT, was unrealistic, and ignored other realistic published simulations that demonstrated the accuracy of IRT scaling procedures; (c) his "common sense" evaluations of student performance ignored basic facts about the measurement of student achievement; and (d) the concerns expressed in his article were irrelevant to the vast majority of uses of norm-referenced tests.     

Response to intervention

This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility.     

Response to Disability

Teacher development has emerged over the last decade as an identifiable area of study and much has been written on the subject. The teacher development literature has served to disseminate information on and ideas for improving teachers' and, by extension, schools' performance. It has provided the forum for discussion about the future of the teaching profession and the nature of teaching as a job. Yet, as an area of study, teacher development tends for the most part to be dominated by issues, while the concept itself and the methods that may effect teacher development remain comparatively neglected. In the teacher development literature, for example, very few definitions of teacher development may be found. This article examines the concept of teacher development and presents the author's own interpretation and definition, as well as her views on how the development of this area of study ought to proceed.