A Response to Heshusius' “Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions”
This commentary on a paper by L. Heshusius (EC 600 327) argues that, rather than rejecting empiricism, postmechanistic science embraces a more sophisticated view of empiricism and scientific method. The commentary also supports direct instruction with the use of multiple measures of educational prog...
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| Veröffentlicht in: | Exceptional children 1992-03, Vol.58 (5), p.461-463 |
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| container_end_page | 463 |
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| container_title | Exceptional children |
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| creator | Dixon, Robert C. Carnine, Douglas W. |
| description | This commentary on a paper by L. Heshusius (EC 600 327) argues that, rather than rejecting empiricism, postmechanistic science embraces a more sophisticated view of empiricism and scientific method. The commentary also supports direct instruction with the use of multiple measures of educational progress, quantitative and qualitative alike. (JDD) |
| doi_str_mv | 10.1177/001440299205800509 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0014-4029 |
| ispartof | Exceptional children, 1992-03, Vol.58 (5), p.461-463 |
| issn | 0014-4029 2163-5560 |
| language | eng |
| recordid | cdi_proquest_journals_1311495906 |
| source | Periodicals Index Online; Education Source (EBSCOhost) |
| subjects | Beliefs, opinions and attitudes Curriculum Based Assessment Direct Instruction Disabilities Educational Philosophy Elementary Secondary Education Evaluation Methods Learning Theories Scientific Methodology Student Evaluation Teaching Methods |
| title | A Response to Heshusius' “Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions” |
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