Philosophy of Science
Broudy, H. S., Ennis, R. H. & Krimerman, L. (Eds.) (1973). Philosophy of educational research. New York: John Wiley and Sons.
Ennis, R. H. (2000). Test reliability: A practical exemplification of ordinary language philosophy. Philosophy of education 1999.Champaign, IL: Philosophy of Education Society.
Ennis, R.H. (1991). An elaboration of a cardinal goal of science instruction: Scientific thinking. Educational Philosophy and Theory, 23 (1), 31-45.
Ennis, R.H. (1992). The degree to which critical thinking is subject specific: Clarification and needed research. In S.P. Norris (Ed.), The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press. Pp. 21-37. (Note: This is a revised version of the 1989 paper, Critical thinking and subject specificity: Clarification and needed research.)
Ennis, R.H. (1990). The extent to which critical thinking is subject specific: further clarification, Educational Researcher, 19 (4), 13-16.
Ennis, R.H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18 (3), 4-10.
Ennis, R.H. (1982). A third paradigm: The what-would-count-as-evidence approach. In S. Modgil & C. Modgil (Eds.), Jean Piaget: Consensus and controversy. London: Holt, Rinehart, and Winston. Pp. 154-156. This is a republication with revision of the 1975 article that focuses on the testability of Piaget's claims about children's logical abilities.
Ennis, R.H. (1982). Abandon causality? Educational Researcher, 11 (7), 25-27.
Ennis, R. H. (1982). Mackie's singular causality and linked overdetermination. In Asquith, Peter D. & Nickles, Thomas (Eds.), PSA 1982. East Lansing MI: Philosophy of Science Association. Pp. 55-64.
Ennis, R.H. (1979). Research in philosophy of science and science education. In P. Asquith & H. Kyburg (Eds.), Current research in philosophy of science. East Lansing, MI: Philosophy of Science Association. Pp. 138-170.
Ennis, R.H. (1978). Description, explanation, and circularity. Behavioral and Brain Sciences, 1, 184-185.
Ennis, R.H. (1975). Children's ability to handle Piaget's propositional logic: A conceptual critique. Review of Educational Research, 45, 1-41.
Ennis, R.H. (1973). On causality. Educational Researcher, 2 (6), 4-11.
Ennis, R.H. (1968). Enumerative induction and best explanation. The Journal of Philosophy, 65, 523-530.
Ennis, R.H. (1967). Readiness to master a principle. In B.P. Komisar & C.J.B. Macmillan (Eds.), Psychological concepts in education. Chicago: Rand McNally and Company. Pp. 51-59.
Ennis, R.H. (1964). Operational definitions. American Educational Research Journal, 1, 183-201. (Reprinted in L.I. Krimerman (Ed.), (1969), The nature and scope of social science: A critical anthology. New York: Appleton-Century-Crofts. Pp. 431-444. (Title as reprinted: Operationism can and should be divorced from covering law assumptions.)
Fischer, J. M. and Ennis, R. H. (1986). Causation and liability. Philosophy and Public Affairs, 15 (1), 33-40.
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