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151.
DAVID CARR 《Journal of Philosophy of Education》1995,29(3):311-331
The currently fashionable professional ideal of reflective practice has focused on how good teaching might be informed by theoretical (invariably social scientific) enquiry and has been commonly construed as a matter of the effective application of theory. This paper rejects technicist assumptions underpinning the idea of applied theory, tracing them to confusion between two different sorts of practical deliberation, phronesis and techne. Understanding professional reflection primarily in term of phronesis calls into doubt both the precise role of genuine theoretical studies in professional reflection and the very status as theoretical of the sort of the principled understanding and deliberation required for the wise conduct of education. 相似文献
152.
The Virtues of Randomization 总被引:2,自引:0,他引:2
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DAVID BRIDGES 《Journal of Philosophy of Education》1996,30(3):361-376
This paper notes the critical response that the 'competence movement' has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the 'transparency' of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of 'competence' can be defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional competence. 相似文献
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DAVID H. FREY 《Counselor Education & Supervision》1972,11(4):243-250
This research effort presents (a) a model for viewing counseling theories and (b) data regarding the similarities and differences among selected counseling theorists on two dimensions: a process dimension and a goal dimension. Two instruments were used to tap the process and goal statements of selected theorists. Thirty-seven graduate students in two counseling theory classes completed the instruments, and their statement ratings were used to plot the selected theorists on the proposed model. Analysis of variance procedures were used to test differences among the theorists. The F ratios for both the process and goal statements were found to be significant at or beyond the .05 level. Theorist clusters were obtained by a post hoc probing process where the process clusters are as follows: (a) Williamson, Wolpe, Krumboltz; (b) Ellis, Thorne, Dreikurs, and Dollard and Miller; (c) Frankl, Alexander; (d) Rogers. The goal clusters are: (a) Wolpe, Krumboltz; (b) Williamson, Dollard and Miller; (c) Dreikurs, Thorne, Ellis, Alexander; (d) Rogers; (e) Frankl. 相似文献
160.
The proliferation of terminology in matrix sampling is beginning to cause some minor problems. Presented herein is one set of terms and notation which hopefully will facilitate communication among individuals engaged in all aspects of matrix sampling. 相似文献