Results for 'Robert E. Yager'

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  1. Assessing teaching/learning successes in multiple domains of science and science education.Robert E. Yager & Alan J. McCormack - 1989 - Science Education 73 (1):45-58.
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  2. STS approach: Reasons, intentions, accomplishments, and outcomes.Robert E. Yager & Pinchas Tamir - 1993 - Science Education 77 (6):637-658.
     
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  3. Resolving the crisis in science education: Understanding before resolution.Robert E. Yager & John E. Penick - 1987 - Science Education 71 (1):49-55.
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  4.  5
    Instructional Outcomes Change with S/t/s.Robert E. Yager - 1987 - Bulletin of Science, Technology and Society 7 (5-6):780-784.
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  5.  19
    Comparison of Standard Student Performance When Science Study is Organized Around Typical Concepts Versus Local Issues.Robert E. Yager - 1989 - Bulletin of Science, Technology and Society 9 (2-3):171-181.
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  6.  4
    Instructional Outcomes Change With S/t/s.Robert E. Yager - 1987 - Bulletin of Science, Technology and Society 7 (3-4):780-784.
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  7.  5
    News of the Sts community.Robert E. Yager - 1997 - Bulletin of Science, Technology and Society 17 (5-6):339-344.
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  8.  5
    News of the STS Community.Robert E. Yager - 1997 - Bulletin of Science, Technology and Society 17 (4):189-194.
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  9.  3
    Perspectives: Sts-Education and the Future of STS.Robert E. Yager - 1996 - Bulletin of Science, Technology and Society 16 (3):95-97.
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  10.  4
    Science/technology/society and Learning.Robert E. Yager - 1995 - Bulletin of Science, Technology and Society 15 (5-6):225-227.
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  11.  5
    STS Challenges for Accomplishing Educational Reform: The Need for Solving Learning Problems.Robert E. Yager - 1998 - Bulletin of Science, Technology and Society 18 (5):315-320.
    STS represents a significant reform effort in science/technology education in grades kindergarten through the undergraduate collegiate years. It focuses on use of constructivism as a way of learning and a broader view of science, and as a way of assessing learning for real understanding. Basic to STS is teaching and the assessment of learning in multiple domains, namely, concepts, processes, the application of both to new situations, the nature and history of science, creativity skills, and attitude. When education occurs in (...)
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  12.  21
    STS Requires Changes in Teaching.Robert E. Yager - 2007 - Bulletin of Science, Technology and Society 27 (5):386-390.
    The major advantage of STS is the kind of teaching it allows and demands. Twelve middle school teachers who were enthused with STS teaching selected two sections for a research study. One section was the experimental STS section; the other followed the course syllabus and textbook closely. The major findings indicate the advantages for STS as a teaching approach. Students at the STS approach learned as many science concepts as students who were taught such concepts directly. But the students in (...)
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  13.  5
    STS - Something New in Education.Robert E. Yager - 1985 - Bulletin of Science, Technology and Society 5 (6):568-572.
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  14.  4
    The Advantages of Sts Approaches in Science Instruction in Grades Four Through Nine.Robert E. Yager - 1993 - Bulletin of Science, Technology and Society 13 (2):74-82.
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  15.  5
    To Start an Sts Course in K-12 Settings.Robert E. Yager - 1986 - Bulletin of Science, Technology and Society 6 (2):276-281.
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  16.  4
    To Start an Sts Course in K-12 Settings.Robert E. Yager - 1986 - Bulletin of Science, Technology and Society 6 (3):276-281.
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  17. Citizen groups' perceived importance of the major goals for school science.Alfred F. Pogge & Robert E. Yager - 1987 - Science Education 71 (2):221-227.
     
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  18.  9
    Africa-America Institute-Iowa Math and Science Professional Development Workshop: A Distance Learning Approach for Math and Science Literacy in Africa.Vicki Burketta, Robert E. Yager, John Dunkhase & Andy R. Cavagnetto - 2005 - Bulletin of Science, Technology and Society 25 (5):446-454.
    Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression of five Kenyan (...)
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  19.  5
    Public Attitude Toward Science and Science Education.John E. Penick & Robert E. Yager - 1986 - Bulletin of Science, Technology and Society 6 (4):339-341.
    Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. (...)
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  20.  23
    Public Attitude Toward Science and Science Education.John E. Penick & Robert E. Yager - 1986 - Bulletin of Science, Technology and Society 6 (6):535-540.
    Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. (...)
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  21.  7
    The Iowa Chautauqua Program: What Assessment Results Indicate About STS Instruction.William F. McComas, Susan M. Blunck, Larry H. Myers & Robert E. Yager - 1992 - Bulletin of Science, Technology and Society 12 (1):26-38.
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  22.  9
    The Effects of Varied Inquiry Experiences on Teacher and Student Questions and Actions in STS Classrooms.Hakan Akcay, Nor Hashidah Abd-Hamid & Robert E. Yager - 2005 - Bulletin of Science, Technology and Society 25 (5):426-434.
    The purpose of this study was to examine how different inquiry experiences affect in-service science teachers’ performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service science teachers who were enrolled in an 8-day workshop learning about science-technology-society (STS) approaches to teaching. Those who experienced full inquiry first resulted in more curiosity, more questions, and more unique experiments (...)
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  23.  12
    The beautiful, the true, & the good: studies in the history of thought.Robert E. Wood - 2015 - Washington, D.C.: The Catholic University of America Press.
    "Among the foremost Catholic philosophers of his generation. He has utilized the fullness of the Catholic intellectual tradition to brilliantly take the measure of modern philosophical thought... This volume is an expression of Robert Wood's singular philosophical outlook." -Jude Dougherty, dean emeritus, school of philosophy, The Catholic University of America.
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  24.  34
    Finders, Keepers: Collecting Sciences and Collecting Practice.Robert E. Kohler - 2007 - History of Science 45 (4):428-454.
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  25.  20
    Philosophy of science in Canada.Robert E. Butts - 1974 - Zeitschrift Für Allgemeine Wissenschaftstheorie 5 (2):341-358.
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    Veröffentlichungen kanadischer Wissenschaftstheoretiker.Robert E. Butts & John Galinaitis - 1974 - Zeitschrift Für Allgemeine Wissenschaftstheorie 5 (2):390-406.
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  27.  2
    The Benefits of Multiple Biased Observers.Robert E. Goodin - 2006 - Episteme: A Journal of Social Epistemology 3 (3):166-174.
  28.  36
    Stimulus encoding and memory.Robert E. Warren - 1972 - Journal of Experimental Psychology 94 (1):90.
  29. Utilitarianism as a Public Philosophy.Robert E. Goodin - 1995 - New York: Cambridge University Press.
    Utilitarianism, the great reforming philosophy of the nineteenth century, has today acquired the reputation for being a crassly calculating, impersonal philosophy unfit to serve as a guide to moral conduct. Yet what may disqualify utilitarianism as a personal philosophy makes it an eminently suitable guide for public officials in the pursuit of their professional responsibilities. Robert E. Goodin, a philosopher with many books on political theory, public policy and applied ethics to his credit, defends utilitarianism against its critics and (...)
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  30.  19
    Association, directionality, and stimulus encoding.Robert E. Warren - 1974 - Journal of Experimental Psychology 102 (1):151.
  31.  28
    An Epistemic Theory of Democracy.Robert E. Goodin & Kai Spiekermann - 2018 - Oxford, United Kingdom: Oxford University Press. Edited by Kai Spiekermann.
    This book examines the Condorcet Jury Theorem and how its assumptions can be applicable to the real world. It will use the theorem to assess various familiar political practices and alternative institutional arrangements, revealing how best to take advantage of the truth-tracking potential of majoritarian democracy.
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  32.  28
    Reflective Democracy.Robert E. Goodin - 2003 - New York: Oxford University Press.
    In this strikingly original book, one of the leading scholars in the field focuses on the influential idea of deliberative democracy. Goodin examines the great challenge of how to implement the deliberative ideal among millions of people at once and comes up with a novel solution: 'democratic deliberation within'.
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  33. Enfranchising all affected interests, and its alternatives.Robert E. Goodin - 2007 - Philosophy and Public Affairs 35 (1):40–68.
  34. Functional analysis.Robert E. Cummins - 1975 - Journal of Philosophy 72 (November):741-64.
  35.  11
    On the representation of certain digit sequences in memory.Robert E. Warren & Michael Hess - 1975 - Bulletin of the Psychonomic Society 6 (2):213-215.
  36.  24
    Hollywood Westerns and American myth: The importance of Howard Hawks and John Ford for political philosophy.Robert E. Watkins - 2013 - Contemporary Political Theory 12 (2):e1.
  37.  16
    Hollywood Westerns and American myth: The importance of Howard Hawks and John Ford for political philosophy.Robert E. Watkins - 2013 - Contemporary Political Theory 12 (2):e1-e4.
  38. Vulnerability, vengeance, and community : Butler's political thought and Eastwood's Mystic river.Robert E. Watkins - 2008 - In Terrell Carver & Samuel Allen Chambers (eds.), Judith Butler's Precarious Politics: Critical Encounters. Routledge.
     
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  39.  57
    Innovating Democracy: Democratic Theory and Practice After the Deliberative Turn.Robert E. Goodin - 2008 - Oxford University Press.
    Revisioning macro-democratic processes in light of the processes and promise of micro-deliberation, Innovating Democracy provides an integrated perspective on democratic theory and practice after the deliberative turn.
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  40. What is so special about our fellow countrymen?Robert E. Goodin - 1988 - Ethics 98 (4):663-686.
  41. Benefiting from the Wrongdoing of Others.Robert E. Goodin & Christian Barry - 2014 - Journal of Applied Philosophy 31 (2):363-376.
    Bracket out the wrong of committing a wrong, or conspiring or colluding or conniving with others in their committing one. Suppose you have done none of those things, and you find yourself merely benefiting from a wrong committed wholly by someone else. What, if anything, is wrong with that? What, if any, duties follow from it? If straightforward restitution were possible — if you could just ‘give back’ what you received as a result of the wrongdoing to its rightful owner (...)
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  42. Reflective democracy.Robert E. Goodin - 2003 - New York: Oxford University Press.
    Democracy used to be seen as a relatively mechanical matter of merely adding up everyone's votes in free and fair elections. That mechanistic model has many virtues, among them allowing democracy to 'track the truth', where purely factual issues are all that is at stake. Political disputes invariably mix facts with values, however, and then it is essential to listen to what people are saying rather than merely note how they are voting. The great challenge is how to implement that (...)
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  43.  99
    Reasons for Welfare: The Political Theory of the Welfare State.Robert E. Goodin - 1988 - Princeton University Press.
    Discusses the justification for a minimal welfare state independent of political rhetoric from the right or the left.
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  44.  54
    Classical conditioning and brain systems: The role of awareness.Robert E. D. Clark & L. R. Squire - 1998 - Science 280:77-81.
  45. What does character education mean to character education experts? A prototype analysis of expert opinions.Robert E. McGrath, Hyemin Han, Mitch Brown & Peter Meindl - 2022 - Journal of Moral Education 51 (2):219-237.
    Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...)
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  46.  56
    Landscape and ideology in American renaissance literature: topographies of skepticism.Robert E. Abrams - 2004 - New York: Cambridge University Press.
    Robert Abrams argues that new concepts of space and landscape emerged in mid-nineteenth-century American writing, marking a linguistic and interpretative limit to American expansion. Abrams supports the radical elements of antebellum writing, where writers from Hawthorne to Rebecca Harding Davis disputed the naturalizing discourses of mid-nineteenth century society. Whereas previous critics find in antebellum writing a desire to convert chaos into an affirmative, liberal agenda, Abrams contends that authors of the 1840s and 50s deconstructed more than they constructed.
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  47.  18
    Using the VIA Classification to Advance a Psychological Science of Virtue.Robert E. McGrath & Mitch Brown - 2020 - Frontiers in Psychology 11.
    The VIA Classification of Character Strengths and Virtue has received substantial attention since its inception as a model of 24 dimensions of positive human functioning, but less so as a potential contributor to a psychological science on the nature of virtue. The current paper presents an overview of how this classification could serve to advance the science of virtue. Specifically, we summarize previous research on the dimensional versus categorical characterization of virtue, and on the identification of cardinal virtues. We give (...)
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  48.  8
    Mechanism and materialism.Robert E. Schofield - 1969 - Princeton, N.J.,: Princeton University Press.
    Robert Schofield explores the rational elements of British experimental natural philosophy in the 18th century by tracing the influence of two opposing concepts of the nature of matter and its action—mechanism and materialism. Both concepts rested on the Newtonian interpretation of their proponents, although each developed more or less independently. By integrating the developments in all the areas of experimental natural philosophy, describing their connections and the influences of Continental science, natural theology, and to a lesser degree social and (...)
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  49. Epistemic Aspects of Representative Government. Goodin, E. Robert & Kai Spiekermann - 2012 - European Political Science Review 4 (3):303--325.
    The Federalist, justifying the Electoral College to elect the president, claimed that a small group of more informed individuals would make a better decision than the general mass. But the Condorcet Jury Theorem tells us that the more independent, better-than-random voters there are, the more likely it will be that the majority among them will be correct. The question thus arises as to how much better, on average, members of the smaller group would have to be to compensate for the (...)
     
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  50. Demandingness as a Virtue.Robert E. Goodin - 2009 - The Journal of Ethics 13 (1):1-13.
    Philosophers who complain about the ‹demandingness’ of morality forget that a morality can make too few demands as well as too many. What we ought be seeking is an appropriately demanding morality. This article recommends a ‹moral satisficing’ approach to determining when a morality is ‹demanding enough’, and an institutionalized solution to keeping the demands within acceptable limits.
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