Andrew Davis
Biographic Data
| ID | 3693153 |
|---|---|
| NAME | Andrew Davis |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Davis |
| SIGNATURE | DAVIS A |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0003-0320-4757 |
| VERIFIED | Yes |
| TOTAL WORKS | 56 |
| TOTAL CITATIONS | 95 |
| AUTHOR COUNT | 56 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Treatment outcomes in people with diabetes and multidrug-resistant tuberculosis (MDR TB) enrolled in the STREAM clinical trial
There is limited evidence on the effect of DM co-morbidity in those undergoing treatment for MDR-TB. We report post-hoc analyses of participants from the STREAM Clinical Trial (Stage 1 and 2 combined). Participants who self-reported diabetes, had random blood glucose ≥200mg/dl at baseline, or reported taking concomitant medication for diabetes were classified as the DM group. In total, 896 (n=84 DM, n=812 non-DM) and 976 (n=87 DM, n=889 non-DM) p…
Introducing a Sexual Wellness Clinic to an At-Risk Population Through the Emergency Department
Rates of sexually transmitted infections (STIs) in the United States have continued to increase for nearly a decade as state and local health departments across the country have divested from sexual health services. The resulting closure of municipal STI clinics has led many uninsured and underinsured patients to rely on emergency departments for their sexual health needs. The authors describe the creation of the novel Sexual Wellness Clinic at U…
Canadian Medical Cannabis Use after Legalization
Dans le cadre d’une décision politique majeure, le Canada a légalisé le cannabis récréatif en octobre 2018. Cependant, les provinces ont mis en œuvre cette légalisation différemment. L’Ontario par exemple a ouvert des magasins de cannabis beaucoup plus tardivement que les autres provinces, et les données de vente au détail indiquent que cette situation a eu une incidence sur le comportement des consommateurs. J’utilise cette variation exogène dan…
Understanding the Conceptions of Engineering in Early Elementary Students
There is a demand for more STEM professionals. Early elementary students’ conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do …
Process Cosmology: New Integrations in Science and Philosophy
The Frailty of the Strong Executive
This essay reflects on the contemporaneous empowerment of the executive branch under the Trump administration with regard to other branches of government, as well as the disempowerment of the nation's bureacracy. We argue that this combination leads to a simultaneously unfettered, yet feeble executive that has little oversight, yet is routinely ineffective. We explore how tensions in organizational and political theory with regard to private and …
Failure is always an option: The necessity, promise & peril of radical contextualism
This essay pays tribute to Lawrence Grossberg and his influence through a consideration of radical contextualism – an analytical process that: (1) understands reality as contingently relational, complex, and always open to alteration; and (2) attempts to narratively represent the messiness and complexity of empirical reality as rigorously as possible (with an explicit recognition of the limits of our ability to do so). The piece opens by reflecti…
Neoliberalism from Below: Popular Pragmatics & Baroque Economies, by Verónica Gago
The translation of Veronica Gago's book, Neoliberalism from Below, into English brings a muchneeded perspective from the Global South to theoretical debates concerning neoliberalism.Using La Salada -Latin America's largest illicit marketas a point of entry, Gago brings to bear upon
It worked there. Will it work here? Researching teaching methods
‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of…
It wasn't me, it was my festival me: The effect of event stimuli on attendee identity formation
Experiential places or places of experience? Place identity and place attachment as mechanisms for creating festival environment
Is it really possible to test all educationally significant achievements with high levels of reliability
PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and aesthetic world. Verdicts on the latter often have holistic features, and there are dangers that such v…
Breaking Out of Surveillance Silos: Integrative Geospatial Data Collection for Child Injury Risk and Active School Transport
Development of Veterinary Laboratory Networks for Avian Influenza and Other Emerging Infectious Disease Control: The Southeast Asian Experience
How far can we aspire to consistency when assessing learning
How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of …
Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or o…
A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching ‘Methods’ Versus Real Teaching
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component ‘skills’ of reading, an assumption vigorously contested in this paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. I…
Factor Invariance Assessment of the Dean–Woodcock Sensory–Motor Battery for Patients With ADHD Versus Nonclinical Subjects
The current study examined the measurement invariance of the Dean–Woodcock Sensory–Motor Battery (DWSMB) for children diagnosed with attention deficit hyperactivity disorder (ADHD) and an age- and gender-matched nonclinical sample. The DWSMB is a promising new instrument for assessing a wide range of cortical and subcortical sensory and motor skills and has been shown to conform to a three-factor latent structure for the nonclinical population. B…
Defending religious pluralism for religious education
Religious exclusivism, or the idea that only one religion can be true, fuels hatred and conflict in the modern world. Certain objections to religious pluralism, together with associated defences of exclusivism are flawed. I defend a moderate religious pluralism, according to which the truth of one religion does not automatically imply the falsity of others. The thought that we can respect persons even when holding them mistaken strains credulity …
Racial Differences in the Association Between Self-Rated Health Status and Objective Clinical Measures Among Participants in the Bari 2D Trial
Objectives. We explored whether and how race shapes perceived health status in patients with type 2 diabetes mellitus and coronary artery disease. Methods. We analyzed self-rated health (fair or poor versus good, very good, or excellent) and associated clinical risk factors among 866 White and 333 Black participants in the Bypass Angioplasty Revascularization Investigation 2 Diabetes trial. Results. Michigan Neuropathy Screening Instrument scores…
Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein)
What is ‘fairness’ in the context of educational assessment? I apply this question to a number of contemporary educational assessment practices and policies. My approach to philosophy of education owes much to Wittgenstein. A commentary set apart from the main body of the paper focuses on my style of philosophising. Wittgenstein teaches us to examine in depth the fine-grained complexities of social phenomena and to refrain from imposing abstract …
Philosophy, History and Social Science: Educational Research and the Leuven Project
Beyond Empiricism: On Criteria for Educational Research.Paul Smeyers and Marc Depaepe (eds), Leuven, Leuven University Press, 2003. Pp. 269. Pb.€29. Educational Research: Why ‘What Works’ Doesn’t Work.Paul Smeyers and Marc Depaepe (eds), Dordrecht, Springer, 2006. Pp. 195. Hbk. £71. Educational Research: Networks and Technologies.Paul Smeyers and Marc Depaepe (eds), Dordrecht, Springer, 2007. Pp. 228. Hbk. £81. The editors of these volumes outlin…
False and frustrated policy transfer: Spanish immigration policy and Catalonia
This article questions the claim that policy transfer is ‘on the rise’, preferring instead to treat the assertion as a hypothesis to be investigated. Using the literature's own predictive categories, it investigates immigration policy making in Spain more broadly, as well as how it applies specifically to the case of Catalonia. The results of the investigation demonstrate a curious enigma: that while Spanish immigration policy making seems little…
Ian Hacking, Learner Categories and Human Taxonomies
I use Ian Hacking’s views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we ‘make up’ people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as ‘dyslexic…
Lookism’, Common Schools, Respect and Democracy
The Common School should promote a sense of the distinctive worth of all human beings. How is the respect thus owed to every individual to be properly understood? This familiar question is explored by discussing ‘lookism’, a form of discrimination on the grounds of appearance. The treatment is located within a wider analysis of stereotyping. Ultimately stereotyping overlooks persons as sources of actions with moral significance and as potential o…
Experiential places or places of experience? Place identity and place attachment as mechanisms for creating festival environment
Philosophy of Mathematics Education
Journal Article Philosophy of Mathematics Education Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Leazes Road, University of Durham, Durham DH1 1TA, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 1, July 1992, Pages 121–126, https://doi.org/10.1111/j.1467-9752.1992.tb00272.x Published: 30 May 2006
The Credentials of Brain-Based Learning
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the n…
Criterion-referenced Assessment and the Development of Knowledge and Understanding
The paper argues that no criterion-referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the'problem' is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Cu…
It wasn't me, it was my festival me: The effect of event stimuli on attendee identity formation
Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or o…
Prescribing Teaching Methods
Journal Article Prescribing Teaching Methods Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, University of Durham, Durham DH1 1TA, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 3, November 1999, Pages 387–401, https://doi.org/10.1111/1467-9752.00144 Published: 16 December 2002
A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching ‘Methods’ Versus Real Teaching
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component ‘skills’ of reading, an assumption vigorously contested in this paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. I…
Racial Differences in the Association Between Self-Rated Health Status and Objective Clinical Measures Among Participants in the Bari 2D Trial
Objectives. We explored whether and how race shapes perceived health status in patients with type 2 diabetes mellitus and coronary artery disease. Methods. We analyzed self-rated health (fair or poor versus good, very good, or excellent) and associated clinical risk factors among 866 White and 333 Black participants in the Bypass Angioplasty Revascularization Investigation 2 Diabetes trial. Results. Michigan Neuropathy Screening Instrument scores…
Lookism’, Common Schools, Respect and Democracy
The Common School should promote a sense of the distinctive worth of all human beings. How is the respect thus owed to every individual to be properly understood? This familiar question is explored by discussing ‘lookism’, a form of discrimination on the grounds of appearance. The treatment is located within a wider analysis of stereotyping. Ultimately stereotyping overlooks persons as sources of actions with moral significance and as potential o…
Ability and Learning
False and frustrated policy transfer: Spanish immigration policy and Catalonia
This article questions the claim that policy transfer is ‘on the rise’, preferring instead to treat the assertion as a hypothesis to be investigated. Using the literature's own predictive categories, it investigates immigration policy making in Spain more broadly, as well as how it applies specifically to the case of Catalonia. The results of the investigation demonstrate a curious enigma: that while Spanish immigration policy making seems little…
High Stakes Testing and the Structure of the Mind: A Reply to Randall Curren
High stakes testing' is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my 'The Limits of Educational Assessment' against the legitimacy of high stakes testing. In this reply I contend that some…
Learning and the Social Nature of Mental Powers
Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attemp…
The November 2003 Elections in Catalonia: A Landmark Change in the Catalan Political Landscape
The formation of a government coalition of the left in Catalonia, led by the Catalan Socialist Party (PSC) following the 16 November 2003 elections, completed a historic change in the Catalan political landscape, introducing a change of the party in government for the first time since the restoration of Spanish democracy a quarter-century ago. It has confirmed a more competitive five-party system, breaking the hegemony of the once dominant centre…
Canadian Medical Cannabis Use after Legalization
Dans le cadre d’une décision politique majeure, le Canada a légalisé le cannabis récréatif en octobre 2018. Cependant, les provinces ont mis en œuvre cette légalisation différemment. L’Ontario par exemple a ouvert des magasins de cannabis beaucoup plus tardivement que les autres provinces, et les données de vente au détail indiquent que cette situation a eu une incidence sur le comportement des consommateurs. J’utilise cette variation exogène dan…
Ian Hacking, Learner Categories and Human Taxonomies
I use Ian Hacking’s views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we ‘make up’ people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as ‘dyslexic…
Consistency, Understanding and Truth in Educational Research
Journal Article Consistency, Understanding and Truth in Educational Research Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Durham University, Leazes Road, Durham, DH1 1TA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 4, November 2006, Pages 487–500, https://doi.org/10.1111/j.1467-9752.2006.00518.…
Accountability and School Inspection: In Defence of Audited Self‐Review
Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding…
Do Children Have Privacy Rights in the Classroom
Accountability and the Economy
Who's Afraid of Assessment? remarks on Winch and Gingell's reply
This paper defends my argument that criterion-referenced assessment should not be used to render an education system accountable to the state. Winch and Gingell's reply to my original paper understands me as denying the ‘plasticity’ of abilities. Considerable space is devoted to further discussion of this issue.‘Plasticity’ is not denied, but problems about the ‘identity’ of capacities, abilities, processes and rules are explored in some depth. W…
The Three Symphonies; Prince Igor Overture; Polovtsian Dances
Learning and Belief
Ability and Learning
Logical Defects of the TGAT Report
Logical defects of the TGAT report
IIn late 1987 the Task Group on Assessment and Testing (TGAT) proposed an assessment framework for the National Curriculum which was widely welcomed.' The statutory provisions for Maths, Science and English have been laid down in accordance with the TGAT framework. As schools are rushed towards full implementation of the National Curriculum, plenty of fears have surfaced. Consider just two of them. Busy teachers will find it impossible to carry o…
Philosophy of Mathematics Education
Journal Article Philosophy of Mathematics Education Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Leazes Road, University of Durham, Durham DH1 1TA, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 1, July 1992, Pages 121–126, https://doi.org/10.1111/j.1467-9752.1992.tb00272.x Published: 30 May 2006
Piano Concerto
Criterion-referenced Assessment and the Development of Knowledge and Understanding
The paper argues that no criterion-referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the'problem' is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Cu…
Crashing through the Picturesque
Threads of Thinking
Who's Afraid of Assessment? remarks on Winch and Gingell's reply
This paper defends my argument that criterion-referenced assessment should not be used to render an education system accountable to the state. Winch and Gingell's reply to my original paper understands me as denying the ‘plasticity’ of abilities. Considerable space is devoted to further discussion of this issue.‘Plasticity’ is not denied, but problems about the ‘identity’ of capacities, abilities, processes and rules are explored in some depth. W…
Can there be a Moral Psychology of Democratic and Civic Education & Understanding Mathematics
The Need for a Philosophical Treatment of Assessment
Journal Article 1. The Need for a Philosophical Treatment of Assessment Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 1–18, https://doi.org/10.1111/1467-9752.00074 Published: 16 December 2002
Belief and Language‐based Assessment
Journal Article 4. Belief and Language-based Assessment Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 57–65, https://doi.org/10.1111/1467-9752.00077 Published: 16 December 2002
Transfer, Abilities and Rules
Journal Article 6. Transfer, Abilities and Rules Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 75–106, https://doi.org/10.1111/1467-9752.00079 Published: 16 December 2002
Implications for Assessment
Journal Article 5. Implications for Assessment Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 67–74, https://doi.org/10.1111/1467-9752.00078 Published: 16 December 2002
Is there a Future for Assessment and Accountability
Journal Article 9. Is there a Future for Assessment and Accountability? Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 145–152, https://doi.org/10.1111/1467-9752.00082 Published: 16 December 2002
Reliability, Validity and Criterion‐referencing
Accountability and the Economy
Matching
Journal Article 7. Matching Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 107–121, https://doi.org/10.1111/1467-9752.00080 Published: 16 December 2002
Understanding and Holism
Prescribing Teaching Methods
Journal Article Prescribing Teaching Methods Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, University of Durham, Durham DH1 1TA, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 3, November 1999, Pages 387–401, https://doi.org/10.1111/1467-9752.00144 Published: 16 December 2002
Accountability and School Inspection: In Defence of Audited Self‐Review
Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding…
Do Children Have Privacy Rights in the Classroom
The Credentials of Brain-Based Learning
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the n…
Sociology (36 works) · Psychology (33 works) · Political science (29 works) · Philosophy (24 works) · Computer Science (23 works) · Epistemology (23 works) · Philosophy (21 works) · Law (20 works) · Law (16 works) · Pedagogy (14 works)