Results 131 to 140 of about 133,491 (305)

Belief-revision, epistemic contribution, and polynormativity

Etica & politica = Ethics and politics, 2017
Given the limited inferential capacity of any human epistemic agent, the best social epistemic system includes as many human epistemic agents as possible and has them “working under” diverse epistemic norms. In this text, this claim is argued for through presenting a pragmatist and instrumentalist argument for Epistemic Contribution and, consequently ...
openaire   +1 more source

To protect and preserve? Explaining the gap between structural and superficial racial equality regimes in North Atlantic Rim universities

British Educational Research Journal, EarlyView.
Abstract This article examines how UK and US universities manage racial equality regimes through governance structures that prioritise institutional reputation over substantive racial justice reform. Drawing on Bourdieu's field, habitus and capital theory, the study demonstrates how universities neutralise racial justice efforts through bureaucratic ...
David Roberts
wiley   +1 more source

Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German Questionnaire Based on the Epistemic Belief Inventory (EBI)

Current Issues in Education, 2013
The present research describes the development of a German questionnaire for measurement of domain-general epistemic beliefs.  Pre-studies on the psychometric properties of a German version of the Epistemic Beliefs Inventory (EBI) had emphasized the ...
Manuela Romana Paechter, Karin Rebmann, Tobias Schloemer, Bjoern Mokwinski, Yvonne Hanekamp, Martin Arendasy   +5 more
doaj  

Emotional experiences and stigma among families benefiting from Barcelona's shock plan against school segregation and for inclusion and equal opportunities and educational success

British Educational Research Journal, EarlyView.
Abstract This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success (SP), implemented in Barcelona.
Andrea Jover, Martí Manzano, Berta Llos, Andreu Termes   +3 more
wiley   +1 more source

The Epistemic Significance of Maintaining Consistency in Confabulations

Социология власти
The paper examines the epistemic significance of maintaining consistency in confabulations. It has been argued recently that confabulations might have some positive epistemic features; notable among them is maintaining a consistent set of beliefs about ...
Svetlana M. Bardina
doaj   +1 more source

‘These reforms have teeth’: The affective dimensions of teacher education policy enactment

British Educational Research Journal, EarlyView.
Abstract The affective dimensions of education policy enactment have often received less attention in the research literature, especially regarding teacher education policy. This article reports on a study of the affective responses of university‐based teacher educators in England to the significant initial teacher education reforms of 2019–2022: the ...
Ian Cushing, Viv Ellis
wiley   +1 more source

Re‐thinking teachers' professional development: An analysis of National Professional Qualifications for school leaders in England

British Educational Research Journal, EarlyView.
Abstract This article considers how teachers' professional development could be redeveloped to help address the current crisis in teacher recruitment and retention by offering greater intellectual rigour and more opportunities for intellectual growth. Our analysis is focused on the UK government's current policy for leadership development in schools in
Mark Innes, Elizabeth Gregory, Louisa Dawes   +2 more
wiley   +1 more source

Forming Critical Thinking: The Role of Students’ Epistemic Beliefs and Styles of Learning in Russian Universities

Вопросы образования
The role of epistemic beliefs in the formation of critical thinking with the direct use of an active approach in teaching in the context of higher education in Russia was studied within the framework of the presented research. In particular, a hypothesis
Kseniya V. Tarasova, Daniil P. Talov, Irina A. Shcheglova, Taras V. Pashchenko, Anastasiia Yu. Beliaeva   +4 more
doaj   +1 more source

Prejudice is epistemically unwarranted belief

Applied Cognitive Psychology
AbstractIn two preregistered online studies with U.S. adults, we provide evidence of a common psychological profile characterizing belief in prejudicial and non‐prejudicial epistemically unwarranted claims. We solicited self‐report ratings of beliefs in prejudicial and non‐prejudicial pseudoscientific, conspiratorial, and paranormal claims, as well as ...
Emilio Jon Christopher Lobato, Colin Holbrook   +1 more
openaire   +1 more source

Operationalising global education in teacher education and training: A model for contextualising terminology

British Educational Research Journal, EarlyView.
Abstract Despite a growing international consensus that students need to be provided with the type of education that effectively prepares them to engage in and contribute to their globalised world, and that teachers need to be appropriately trained to facilitate this teaching and learning, ‘global education’ continues to be hindered by a lack of ...
Sarah‐Louise Jones, Miriam Ham, Karena Menzie‐Ballantyne   +2 more
wiley   +1 more source