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  • 1985-1989  (15)
  • 1988  (15)
  • Dordrecht : Springer  (14)
  • Halle a.d.S. : Niemeyer  (1)
  • Logic  (10)
  • Education  (5)
Datasource
Material
Language
Year
Subjects(RVK)
  • 1
    Book
    Book
    Halle a.d.S. : Niemeyer
    Language: German
    Parallel Title: Elektronische Reproduktion Husserl, Edmund, 1859 - 1938 Logische Untersuchungen
    RVK:
    Keywords: Logic ; Knowledge, Theory of ; Phenomenology ; Logik ; Logik ; Psychologismus ; Kritik ; Phänomenologie ; Theoretische Philosophie
    Note: Ab 1968 mit Erscheinungsort Tübingen
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  • 2
    ISBN: 9789400928435
    Language: English
    Pages: Online-Ressource (416p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Historical Library, Texts and Studies in the History of Logic and Philosophy 32
    Series Statement: Synthese Historical Library 32
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Linguistics ; Logic ; Philosophy. ; Historical linguistics.
    Abstract: On Boethius’s Notion of Being: A Chapter of Boethian Semantics -- Logic in the Early Twelfth Century -- The Distinction Actus Exercitus/Actus Significatus in Medieval Semantics -- Denomination in Peter of Auvergne -- Concrete Accidental Terms: Late Thirteenth-Century Debates About Problems Relating to Such Terms as ‘Album’ -- Concrete Accidental Terms and the Fallacy of Figure of Speech -- The Logic of the Categorical: The Medieval Theory of Descent and Ascent -- Tu Scis Hoc Esse Omne Quod Est Hoc: Richard Kilvington and the Logic of Knowledge -- Logic and Trinitarian Theology: De Modo Predicandi ac Sylogizandi in Divinis -- A Seventeenth-Century Physician on God and Atoms: Sebastian Basso -- Index of Persons.
    Abstract: The studies that make up this book were written and brought together to honor the memory of Jan Pinborg. His unexpected death in 1982 at the age of forty-five shocked and saddened students of medieval philosophy everywhere and left them with a keen sense of disappoint­ ment. In his fifteen-year career Jan Pinborg had done so much for our field with his more than ninety books, editions, articles, and reviews and had done it all so well that we recognized him as a leader and counted on many more years of his scholarship, his help, and his friendship. To be missed so sorely by his international colleagues in an academic field is a mark of Jan's achievement, but only of one aspect of it, for historians of philosophy are not the only scholars who have reacted in this way to Jan's death. In his decade and a half of intense productivity he also acquired the same sort of special status among historians of linguistics, whose volume of essays in his memory is being G. L. Bursill-Hall almost simultane­ published under the editorship of ously with this one. Sten Ebbesen, Jan's student, colleague, and successor as Director of the Institute of Medieval Greek and Latin Philology at the University of Copenhagen, has earned the gratitude of all of us by memorializing Jan 1 in various biographical sketches, one of which is accompanied by a 2 complete bibliography of his publications.
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  • 3
    ISBN: 9789400926790
    Language: English
    Pages: Online-Ressource (332p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: I The Service Study Years: 1929 to 1938 -- 1 Overview -- 2 Service Studies in Higher Education -- 3 Constructing Achievement Tests -- II Appraising and Recording Student Progress: The Eight-Year Study -- 1 Overview -- 2 Appraising and Recording Student Progress -- III Tyler’s Rationale for Curriculum Development -- 1 Overview -- 2 New Dimensions in Curriculum Development -- IV National Testing Programs -- 1 Overview -- 2 Appraisal of Educational Achievement Gained in the Armed Forces -- 3 The Objectives and Plans for a National Assessment of Educational Progress -- 4 National Assessment — Some Valuable By-Products for Schools -- V Tyler’s Recent Reflections on His Work -- 1 Overview -- 2 An Interview with Ralph Tyler -- 3 Appendix: Vitae of Ralph Winfred Tyler -- VI A Chronological Bibliography.
    Abstract: I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. His term of office as Director of the Center was then approaching its end. This would seem to disqualify me thoroughly from preparing a Foreword to this "Classic Works. " Many of his colleagues and, not least, of his students at his dear Alma Mater, the University of Chicago, are certainly better prepared than I to put his role in American education in proper perspective. The reason for inviting me is, I assume, to bring out the influence that Tyler has had on the international educational scene. I am writing this Foreword on a personal note. Ralph Tyler's accomplishments in his roles as a scholar, policy maker, educational leader, and statesman have been amply put on record in this book, not least in the editors' Preface. My reflections are those of an observer from abroad but who, over the last 25 years, has been close enough to overcome the aloofness of the foreigner. Tyler has over many years been criss-crossing the North American con­ tinent generously giving advice to agencies at the federal, state, and local levels, lecturing, and serving on many committees and task forces that have been instrumental in shaping American education.
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400926578
    Language: English
    Pages: Online-Ressource (210p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Mathematics—Study and teaching .
    Abstract: 1/Towards a Way of Knowing -- 1.1. The conflict -- 1.2. My task -- 1.3. Preliminary thoughts on Mathematics education and culture -- 1.4. Technique-oriented curriculum -- 1.5. Impersonal learning -- 1.6. Text teaching -- 1.7. False assumptions -- 1.8. Mathematical education, a social process -- 1.9. What is mathematical about a mathematical education? -- 1.10. Overview -- 2/Environmental Activities and Mathematical Culture -- 2.1. Perspectives from cross-cultural studies -- 2.2. The search for mathematical similarities -- 2.3. Counting -- 2.4. Locating -- 2.5. Measuring -- 2.6. Designing -- 2.7. Playing -- 2.8. Explaining -- 2.9. From ‘universals’ to ‘particulars’ -- 2.10. Summary -- 3/The Values of Mathematical Culture -- 3.1. Values, ideals and theories of knowledge -- 3.2. Ideology — rationalism -- 3.3. Ideology — objectism -- 3.4. Sentiment — control -- 3.5. Sentiment — progress -- 3.6. Sociology — openness -- 3.7. Sociology — mystery -- 4/Mathematical Culture and the Child -- 4.1. Mathematical culture — symbolic technology and values -- 4.2. The culture of a people -- 4.3. The child in relation to the cultural group -- 4.4. Mathematical enculturation -- 5/Mathematical Enculturation — The Curriculum -- 5.1. The curriculum project -- 5.2. The cultural approach to the Mathematics curriculum — five principles -- 5.3. The three components of the enculturation curriculum -- 5.4. The symbolic component: concept-based -- 5.5. The societal component: project-based -- 5.6. The cultural component: investigation-based -- 5.7. Balance in this curriculum -- 5.8. Progress through this curriculum -- 6/Mathematical Enculturation — The Process -- 6.1. Conceptualising the enculturation process in action -- 6.2. An asymmetrical process -- 6.3. An intentional process -- 6.4. An ideational process -- 7/The Mathematical Enculturators -- 7.1. People are responsible for the process -- 7.2. The preparation of Mathematical enculturators — preliminary thoughts -- 7.3. The criteria for the selection of Mathematical enculturators -- 7.4. The principles of the education of Mathematical enculturators -- 7.5. Socialising the future enculturator into the Mathematics Education community -- Notes -- Index of Names.
    Abstract: Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe­ tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol­ ogy in society.
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  • 5
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401722094
    Language: English
    Pages: Online-Ressource (III, 172 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Mathematics—Study and teaching . ; Sociology.
    Abstract: Mathematical Education and Aboriginal Children -- On Culture, Geometrical Thinking and Mathematics Education -- School Mathematics in Culture-Conflict Situations -- Mathematics Education in Its Cultural Context -- Values, Mathematics Education, and the Task of Developing Pupils’ Personalities: An Indonesian Perspective -- Outcomes of Schooling: Mathematics Achievement and Attitudes Towards Mathematics Learning in Hong Kong -- Institutional Issues in the Study of School Mathematics: Curriculum Research -- The Computer as a Cultural Influence in Mathematical Learning -- Book Reviews -- Erich Ch. Wittmann, ElementargeometrieundWirklichkeit -- C. C McKnight, F. J. Crosswhite, J. A. Dossey, E. Kifer, J. O. Swafford, K. J. Travers, and T. J. Cooney, The Underachieving Curriculum — Assessing US School Mathematics from an International Perspective -- Louise Lafortune (ed.), Women and Mathematics -- J. Dhombres, A. Dahan-Dalmedico, R. Bkouche, C. Houzel, and M. Guillemot, Mathématiquesau fil des âges.
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  • 6
    ISBN: 9789400926691
    Language: English
    Pages: Online-Ressource (220p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 19
    Series Statement: Evaluation in Education and Human Services 19
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: I Concepts -- 1 The School Principalship -- 2 A Focus on Decision Making and Evaluation -- 3 Evaluation in Education -- 4 How Evaluation Can Improve Decision Making in the School Principalship -- II Studies -- 5 Assigning Teachers to Classrooms -- 6 Making Schoolwide Decisions While Interacting with Teachers -- 7 Performing the Role of Teacher Evaluation -- 8 Guiding and Evaluating Teachers on Student Achievement-Based Instructional Objectives -- 9 Guiding Rational Solutions to Academic Problems of Low Achievers -- 10 Coordinating Student Achievement Testing -- III Implications -- 11 Conclusions -- 12 Toward Improvement -- References.
    Abstract: This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions. Much has been written on decision making but surprisingly little on decision making in the school principalship. Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship. This book presents two messages. One is that decision making in the principalship can be studied and improved and not only talked about in abstract terms. The other message is that evaluation can contribute to the understanding of decision making in the principalship and to the improvement of its practice. In this book we call for the conception of an evaluation-minded principal, a principal who has a wide perspective on the nature of evaluation and its potential benefits, a principal who is also inclined to use evaluation perceptions and techniques as part of his/her decision-making process. This book was conceived in 1985 with the idea to combine thoughts about educational administration with thoughts about educational evaluation. Studies of decision making in the principalship had already been on their way. We decided to await the findings, and in the meantime we wrote a first conceptual version of evaluation in decision making. As the studies were completed we wrote a first empirical version of same.
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  • 7
    ISBN: 9789401568784
    Language: English
    Pages: Online-Ressource (VII, 526 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 32
    Series Statement: Studies in Linguistics and Philosophy 32
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Logic ; Computational linguistics ; Psycholinguistics
    Abstract: Categorial Grammars as Theories of Language -- The Lambek Calculus -- Generative Power of Categorial Grammars -- Semantic Categories and the Development of Categorial Grammars -- Aspects of a Categorial Theory of Binding -- Type Raising, Functional Composition, and Non-Constituent Conjunction -- Implications of Process-Morphology for Categorial Grammar -- Phrasal Verbs and the Categories of Postponement -- Natural Language Motivations for Extending Categorial Grammar -- Categorial and Categorical Grammars -- Mixed Composition and Discontinuous Dependencies -- Multi-Dimensional Compositional Functions as a Basis for Grammatical Analysis -- Categorial Grammar and Phrase Structure Grammar: An Excursion on the Syntax-Semantics Frontier -- Combinators and Grammars -- A Typology of Functors and Categories -- Consequences of Some Categorially-Motivated Phonological Assumptions -- Index of Names -- Index of Subjects -- Index of Categories and Functors.
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  • 8
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400926516
    Language: English
    Pages: Online-Ressource (256p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Historical Library, Texts and Studies in the History of Logic and Philosophy 35
    Series Statement: Synthese Historical Library 35
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Philosophy, classical ; Logic ; History ; Philosophy, Ancient.
    Abstract: One/ Subject and Programme -- 1. Introduction -- 2. Quandaries in recent Aristotle research -- 3. The programme of this study -- Notes to Chapter One -- Two/ The General Doctrine I Some Theorems and Rules -- 1. Multifariousness and common core -- 2. A provisional assumption -- 3. Common properties -- 4. Comparisons -- Notes to Chapter Two -- Three/ The General Doctrine II Absolute and Qualified Modalities -- 1. Introduction -- 2. Qualified vs. absolute modalities -- 3. Qualified necessity, syllogisms and the proof per impossibile -- 4. Absolute impossibility and the commensurability of the diagonal -- 5. Real and assumed background knowledge -- 6. Relations between temporal and modal concepts -- Notes to Chapter Three -- Four/ Modality and Time (I) The Principle of Plenitude -- 1. Introduction -- 2. The Principle of Plenitude and its role in Aristotle’s modal thinking -- 3. The evidence -- Notes to Chapter Four -- Five/ Modality and Time (II) De Caelo I.12 and The Necessity of What is Eternal -- 1. The problem -- 2. Williams and the supposed logical errors -- 3. Hintikka and the confusion in Aristotle’s “Master Argument” -- 4. Judson and the “grossness of Aristotle’s fallacy” -- 5. The metaphysics in De Caelo I.12 as exposed by Waterlow -- 6. De Caelo I.12 and the necessity of what is eternal -- 7. Some extrapolations and the role of hylê phthartê -- Notes to Chapter Five -- Six/ Modality and Time (III) De Interpretations 9 -- 1. Introduction -- 2. The traditional views -- 3. De Interpretations 9 on the statistical reading -- 4. Deliberation and chance events in De Interpretatione 9 -- 5. The interpretation -- Notes to Chapter Six -- Seven/ Posterior Analytics I.4–6 The De Omni-Per Se Distinction -- 1. Introduction -- 2. Zabarella on Aristotelian necessity -- 3. Inseparable accidents -- 4. A first look at Posterior Analytics I.4–6 -- 5. Some commentaries on Posterior Analytics I.4 and 6 -- 6. Real or conceptual modalities? -- 7. Aristotle, matter, and definition -- Notes to Chapter Seven -- Eight/ Posterior Analytics I.4–6 Names and Naming -- 1. Abstraction in Metaphysics XIII.3 -- 2. Abstraction and naming -- 3. The issue of names and naming -- 4. A new look at Posterior Analytics I.4–6, part one -- 5. Some major differences -- 6. A new look at Posterior Analytics 1.4-6, part two -- 7. Belonging kath’ hauto and homogeneity -- 8. Homogeneity, the necessity of what is always and the concept of possibility -- Notes to Chapter Eight -- Nine/ Apodeictic Syllogistic -- 1. Introduction -- 2. External criticism -- 3. The nature of Aristotle’s syllogistic theory -- 4. Apodeictic syllogistic -- 5. Incoherence -- 6. McCall’s reconstruction -- 7. The four apodeictic categorical sentences and apodeictic ecthesis -- 8. The apodeictic conversion rules -- 9. The apodeictic Barbaras and domains of discourse -- 10. The status of ALuu -- 11. The soundness of the inference base -- 12. Conversion rules and shifts of type of predication -- 13. Conclusions -- Notes to Chapter Nine -- Index of Names -- Index of Subjects.
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  • 9
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400928299
    Language: English
    Pages: Online-Ressource (480p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Nijhoff International Philosophy Series 38
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Ethics ; Logic ; Philosophy, modern ; Knowledge, Theory of.
    Abstract: Vienna, Warsaw, Copenhagen -- The Cracow Circle -- Austrian Origins of Logical Positivism -- The Approach to Metaphysics in the Lvov-Warsaw School -- Ajdukiewicz’s Contribution to the Realism/Idealism Debate -- Towards Universal Grammars Carnap’s and Ajdukiewicz’ Contributions -- Principles of Categorial Grammar in the Light of Current Formalisms -- On ‘Categorial Grammar’ -- Meta-Ethics: Contributions from Vienna and Warsaw -- The Project to Create an Empirical Ethical Theory -- Mereology and Metaphysics: From Boethius of Dacia to Lesniewski -- Definitions in Russell, in the Vienna Circle and in the Lvov-Warsaw School -- ?ukasiewicz, Meinong, and Many-Valued Logic -- ?ukasiewiczian Logic of Tenses and The Problem of Determinism -- Kasimir Twardowski: An Essay on The Borderlines of Ontology, Psychology and Logic -- Some Remarks on the Place of Logical Empiricism in 20th Century Philosophy -- De Veritate: Austro-Polish Contributions to the Theory of Truth from Brentano to Tarski -- The Lvov-Warsaw School and the Vienna Circle.
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  • 10
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400927414
    Language: English
    Pages: Online-Ressource (200p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Nijhoff International Philosophy Series 24
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Logic
    Abstract: One: Foundations of Mathematics -- 1. From the foundations of Protothetic -- 2. Definitions and theses of Le?niewski’s Ontology -- 3. Class theory -- Two: Peano Arithmetic and Whitehead’s Theory of Events -- 4. Primitive terms of arithmetic -- 5. Inductive definitions -- 6. Whitehead’s theory of events -- List of seminars and courses delivered by Le?niewski at Warsaw University between 1919 and 1939.
    Abstract: Stanislaw Lesniewski (1886-1939) was one of the leading Polish logicians and founders of the Warsaw School of Logic whose membership included, beside himself, Jan Lukasiewicz, Tadeusz Kotarbinski, Alfred Tarski, and many others. In his lifetime LeSniewski published only a few hundred pages. He produced many important results in many areas of mathematics; these stood in various relations to each other, and to materials produced by others, and, in time, created more and more editorial problems. Very many were left unpublished at the time of his death. Then in 1944 in the fire of Warsaw the whole of this material was burned and lost -a considerable loss since a great deal of what is important could have been reconstructed from these notes. The present publication aims at presenting unique Lesniewski's materials from alternative sources comprising lecture notes taken during some of Lesniewski's lectures and seminars delivered at the University of Warsaw be­ tween the two world wars. The editors are aware of the limitations of student notes which cannot compensate for the loss of the original materials. However, they are unique in reflecting Lesniewski's ideas as he himself presented them. Already at the time of his death it was realized that these notes would provide a unique access to Lesniewski's own thought as well as a valuable record of some of the activities of the Warsaw School of Logic.
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  • 11
    ISBN: 9789400927230
    Language: English
    Pages: Online-Ressource (314p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 39
    Series Statement: Studies in Linguistics and Philosophy 39
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Semantics ; Logic ; Computational linguistics ; Semiotics.
    Abstract: Type-Shifting Rules and the Semantics of Interrogatives -- On the Semantic Content of the Notion of ‘Thematic Role’ -- Structured Meanings, Thematic Roles and Control -- On the Semantic Composition of English Generic Sentences -- Generically Speaking, or, Using Discourse Representation Theory to Interpret Generics -- Realism and Definiteness -- Index of Names -- Index of Subjects.
    Abstract: This collection of papers stems originally from a conference on Property Theory, Type Theory and Semantics held in Amherst on March 13-16 1986. The conference brought together logicians, philosophers, com­ puter scientists and linguists who had been working on these issues (of ten in isolation from one another). Our intent was to boost debate and exchange of ideas on these fundamental issues at a time of rapid change in semantics and cognitive science. The papers published in this work have evolved substantially since their original presentation at the conference. Given their scope, we thought it convenient to divide the work into two volumes. The first deals primarily with logical and philosophical foundations, the second with more empirical semantic issues. While there is a common set of issues tying the two volumes together, they are both self-contained and can be read independently of one another. Two of the papers in the present collection (van Benthem in volume 1 and Chierchia in volume II) were not actually read at the conference. They are nevertheless included here for their direct relevance to the topics of the volumes. Regrettably, some of the papers that were presented (Feferman, Klein, and Plotkin) could not be included in the present work due to timing problems. We nevertheless thank the authors for their contribu­ tion in terms of ideas and participation in the debate.
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400926752
    Language: English
    Pages: Online-Ressource (172p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Assessment.
    Abstract: 1 Teacher Selection: A Problem of Admission Criteria, Certification Criteria, or Prediction of Job Performance? -- 2 Evaluation of Teacher Education Programs -- 3 The Professional Education Unit -- 4 An Outcomes-Based Teacher Preparation Program -- 5 Teacher Education Follow-up Evaluation: How To Do It -- 6 Pupil Achievement: The Weakest Link in the Evaluation Chain -- 7 Reflections on Conference Proceedings for the Center for Teacher Education Evaluation -- 8 Some Missing Links.
    Abstract: In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
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  • 13
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400930612
    Language: English
    Pages: Online-Ressource (284p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 201
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Science Philosophy ; Logic ; Metaphysics ; Statistics ; Science—Philosophy.
    Abstract: 1: Logical, Methodological and Philosophical Aspects of Probability -- Probability: A Composite Concept -- Two Faces and three Masks of Probability -- Ambiguous Uses of Probability -- Some Logical Distinctions Exploited by Differing Analyses of Pascalian Probability -- Probability and Confirmation -- Chance, Cause and the State-Space Approach -- World as System Self-synthesized by Quantum Networking -- A Brief Note on the Relationship between Probability, Selective Strategies and Possible Models -- 2: Probability, Statistics and Information -- Critical Replications for Statistical Design -- The Contribution of A.N. Kolmogorov to the Notion of Entropy -- The Probability of Singular Events -- Probability, Randomness and Information -- 3: Probability in the Natural Sciences -- Probability, Organization and Evolution in Biochemistry -- Relativity and Probability, Classical and Quantal -- Probabilistic Ontology and Space-Time: Updating an Historical Debate -- Probability and the Mystery of Quantum Mechanics -- Probability and Determinism in Quantum Theory -- Index of Names -- Index of Subjects.
    Abstract: Probability has become one of the most characteristic con­ cepts of modern culture, and a 'probabilistic way of thinking' may be said to have penetrated almost every sector of our in­ tellectual life. However it would be difficult to determine an explicit list of 'positive' features, to be proposed as identifica­ tion marks of this way of thinking. One would rather say that it is characterized by certain 'negative' features, i. e. by certain at­ titudes which appear to be the negation of well established tra­ ditional assumptions, conceptual frameworks, world outlooks and the like. It is because of this opposition to tradition that the probabilistic approach is perceived as expressing a 'modern' in­ tellectual style. As an example one could mention the widespread diffidence in philosophy with respect to self -contained systems claiming to express apodictic truths, instead of which much weaker pretensions are preferred, that express 'probable' interpretations of reality, of history, of man (the hermeneutic trend). An ana­ logous example is represented by the interest devoted to the study of different patterns of 'argumentation', dealing wiht reasonings which rely not so much on the truth of the premisses and stringent formal logic links, but on a display of contextual conditions (depending on the audience, and on accepted stan­ dards, judgements, and values), which render the premisses and the conclusions more 'probable' (the new rhetoric).
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  • 14
    ISBN: 9789400926479
    Language: English
    Pages: Online-Ressource (266p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 200
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Logic ; Linguistics Philosophy ; Language and languages—Philosophy. ; Philosophy.
    Abstract: Essay 1. Is Alethic Modal Logic Possible? -- Essay 2. Reasoning About Knowledge in Philosophy: The Paradigm of Epistemic Logic -- Essay 3. Are There Nonexistent Objects? Why Not? But Where Are They? -- Essay 4. On Sense, Reference, and the Objects of Knowledge -- Essay 5. Impossible Possible Worlds Vindicated -- Essay 6. Towards a General Theory of Individuation and Identification -- Essay 7. On the Proper Treatment of Quantifiers in Montague Semantics -- Essay 8. The Cartesian cogito, Epistemic Logic and Neuroscience: Some Surprising Interrelations -- Essay 9. Quine on Who’s Who -- Essay 10. How Can Language Be Sexist? -- Essay 11. On Denoting What? -- Essay 12. Degrees and Dimensions of Intentionality -- Essay 13. Situations, Possible Worlds and Attitudes -- Essay 14. Questioning as a Philosophical Method -- Erratum -- Index of Subjects -- Index of Names.
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  • 15
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401569422
    Language: English
    Pages: Online-Ressource (XVIII, 473 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 199
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Logic, Symbolic and mathematical ; Logic ; Computational linguistics ; Mathematical logic.
    Abstract: 0. Introduction -- 1. Basic Concepts -- 2. Deductive Bases and Interpretations -- 3. Logical Matrices -- 4. Tabular Semantics -- 5. Referential Semantics -- 6. Propositional vs. Predicate Logics -- References -- Index of subjects -- Index of names -- Index of symbols.
    URL: Volltext  (lizenzpflichtig)
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