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51.
James B. Olsen Apryl Cox Charles Price Mike Strozeski Idolina Vela 《Educational Measurement》1990,9(2):7-10
How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified? 相似文献
52.
Mike McNamee 《Journal of Philosophy of Education》2001,35(3):423-441
This chapter discusses the role conflict of the educational researcher who comes upon an unprofessional relationship between teacher and pupil. It is argued that the whistleblowing literature in related professions, with its focus on standard conditions and solutions framed as obligations, is inadequate. Reference is made to the idea of 'guilty knowledge': the feelings of guilt that attach when one comes to know of harm visited on innocent others, and has no unqualified sense of which way to act. Distinguishing moral from causal responsibility helps to show how blame need not necessarily attach to the guilt-ridden researcher, whichever option she chooses. 相似文献
53.
Professor Mike Savage 《Cultural Trends》2006,15(2-3):159-174
This article examines musical taste, as revealed by the Cultural Capital and Social Exclusion survey. It shows that musical taste is highly divided and contentious, with large numbers of people intensely disliking certain genres of music. It shows the existence of two distinctive musical taste communities, one linking taste for rock, electronic, urban, world and heavy metal music, and the other linking classical music and jazz. Tastes for specific musical works do not easily map onto musical genres, and are less closely correlated with each other. Using logistic regression, it is shown that age and ethnicity in particular, and gender, educational qualifications and occupational class, strongly condition taste for both musical genres and works. 相似文献
54.
This research in New Zealand, based on the multiple constituencies model, identified key performance indicators in university libraries as perceived by six separate stakeholder groups. Ranked lists and correlations between the lists show similarities, but also confirm that stakeholder groups have different perspectives on library effectiveness. 相似文献
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