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Jennifer McCrickerd [8]Jennifer Ann Mccrickerd [1]
  1.  61
    What Can Be Fairly Factored Into Final Grades?Jennifer McCrickerd - 2012 - Teaching Philosophy 35 (3):275-291.
    This paper is a critical examination of Daryl Close’s “Fair Grades” . I dispute his view regarding the implications of accepting the purpose of grades as being fundamentally informational. I draw upon data identifying behaviors conducive to success and Carol Dweck’s work to argue for broadening what can be taken into account for a final grade. I argue that the informational purpose of final grades is preserved if we grade with an eye to encouraging general skills and dispositions conducive to (...)
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  2.  29
    Feminist Ethics and Social Policy.Jennifer McCrickerd - 1999 - Teaching Philosophy 22 (3):296-300.
  3.  19
    Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience, by Mary Helen Immordino-Yang.Jennifer McCrickerd - 2016 - Teaching Philosophy 39 (4):547-552.
  4.  34
    Moral Judgments and the Analytic/Synthetic Distinction.Jennifer Mccrickerd - 2001 - Journal of Philosophical Research 26:423-433.
    Hare shares with other critics an objection to the use of moral judgments in the method of reflective equilibrium. However, the reasoning behind his criticismdistinguishes it from the more common criticisms that the use of moral judgments is unwarranted because of their suspect origin. While these objections challenge the epistemic worth of moral beliefs, Hare’s objection goes beyond to also critique the deeper theoretical commitments of the method. Hare’s acceptance of a strict differentiation between the meaning and applications of words (...)
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