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JAMES TARRANT 《Journal of Philosophy of Education》1996,30(2):289-293
Against Bonna Haberman, this article asserts that democratic theory contains diverse models of democracy with markedly different values, visions and experiences of the good life. Education in democratic societies is similarly diverse because of the corresponding difference in values between these models, and in almost all of these cases it is strongly content-based. In one model only, that of the critical citizen of moral democracy, is there any ground for neutrality concerning life choices. All other models are strongly partisan in their visions of the good life. 相似文献
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J. K. PAGE 《Higher Education Quarterly》1964,18(3):301-308
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Despite difficulties, states frequently seek to compare their test performance with that of other states, or with the published national norms. All states have some students taking the Scholastic Aptitude Test (SAT) exams for college admissions, but because the numbers vary widely, when the state means are made public by the College Boards, there is debate about their interpretation. Here the 50 state SAT means are the criterion in a multivariate model, together with the state variables of percent taking the SATs (very influential), percent of minority in the state, average income, unemployment rate, and per pupil expenditure. Regression is analyzed (without expenditure) to examine the state residuals compared with the "expected" scores. And briefly noted is the difficulty of using alternative tests for such comparisons, as these are currently normed, selected, and used. 相似文献
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JAMES D. SPIVACK 《Counselor Education & Supervision》1972,12(1):3-16
This controlled study analyzed the comparative effectiveness of two prepracticum methods on the subsequent interviewing skills of candidates for a master's degree in counseling. One method was based on a theory of counselor developmental tasks and was implemented by a specific use of the Interpersonal Process Recall (IPR) technique. The other, a more traditional prepracticum, consisted of an overview of counseling theories and practices and made extensive use of group discussion presentation and critiques of prerecorded audio- and videotapes. The results of the study indicate that it is possible to incorporate media techniques into a training model within the financial and time limitations of an ongoing master's level program. The IPR training procedures studied were run entirely by advanced graduate students, using one video-recording facility and no faculty time. The statistically significant results of the present study are especially meaningful because they replicate the positive findings of previous studies, and also because the results were obtained in an ongoing course offered by the university and not in a laboratory or special training setting. 相似文献
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