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On the Cardinality Argument Against Quidditism

Acta analytica : philosophy and psychology, 2023-06, Vol.38 (2), p.275-281

Smith, Deborah C.

2023

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Quid Quidditism Est?

Erkenntnis, 2016-04, Vol.81 (2), p.237-257

Smith, Deborah C.

2016

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Gunky Objects, Junky Worlds, and Weak Mereological Universalism

Erkenntnis, 2019-02, Vol.84 (1), p.41-55

Smith, Deborah C.

2019

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Composition, Contingency, and Local Supervenience

The Southern journal of philosophy, 2019-12, Vol.57 (4), p.589-612

Smith, Deborah C.

2019

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Properties, laws, and worlds

Canadian journal of philosophy, 2015-08, Vol.45 (4), p.471-489

Smith, Deborah C.

2015

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Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints

Journal of science teacher education, 2011-12, Vol.22 (8), p.745-768

2011

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MIND-INDEPENDENCE AND THE LOGICAL SPACE OF WRIGHT'S REALIST-RELEVANT AXES

The Southern journal of philosophy, 2011-06, Vol.49 (2), p.164-191

SMITH, DEBORAH C.

2011

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Superassertibility and the Equivalence Schema: A Dilemma for Wright's Antirealist

Synthese (Dordrecht), 2007-07, Vol.157 (1), p.129-139

Smith, Deborah C.

2007

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Content and Pedagogical Content Knowledge for Elementary Science Teacher Educators: Knowing our Students

Journal of science teacher education, 2000-02, Vol.11 (1), p.27-46

Smith, Deborah C.

2000

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Appropriating scientific practices and discourses with future elementary teachers

Journal of research in science teaching, 1999-09, Vol.36 (7), p.755-776

1999

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Growing Seeds and Scientists

Science and children, 2009-09, Vol.47 (1), p.48-51

2009

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What is science?: preservice elementary teachers' conceptions of the nature of science

International journal of science education, 1994-07, Vol.16 (4), p.475-487

1994

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Integrating learner and learning concerns: prospective elementary science teachers’ paths and progress

Teaching and teacher education, 2000, Vol.16 (5), p.547-574

2000

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The construction of subject matter knowledge in primary science teaching

Teaching and teacher education, 1989, Vol.5 (1), p.1-20

1989

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What is so Magical About a Theory of Intrinsic Intensionality?

Philosophical papers (Grahamstown), 2003-03, Vol.32 (1), p.83-95

Smith, Deborah C.

2003

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The Case for Metaphysical Realism

The Southern journal of philosophy, 2002-09, Vol.40 (3), p.411-419

Smith, Deborah C.

2002

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Quality assurance in mammography: artifact analysis

Radiographics, 1999-03, Vol.19 (2), p.503-522

1999

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Rainbows, Time Zones, and Other Mind-Dependent Objects: Making Sense of the Relevant Notions of “Mind-Dependence” in the Debate between Metaphysical Realists and Antirealists

Open journal of philosophy, 2012, Vol.2 (1), p.38-44

Smith, Deborah C.

2012

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Introduction and Elimination Rules vs. Equivalence Rules in Systems of Formal Logic: A Pedagogical Comparison

Teaching philosophy, 2001, Vol.24 (4), p.379-390

Smith, Deborah C.

2001

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Parfit on Personal Identity: In Defense of Natural Persons

Idealistic studies, 2001, Vol.31 (2), p.169-181

Smith, Deborah C.

2001

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Teaching for Understanding

Science and children, 2000-09, Vol.38 (1), p.36-41

2000

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Metaphysical Antirealism and Objective Truth: Is Metaphysical Antirealism Self-Refuting?

The Southern journal of philosophy, 1999-06, Vol.37 (2), p.293-313

Smith, Deborah C.

1999

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AN ANALYSIS OF PHONOLOGICAL AWARENESS INSTRUCTION IN FOUR KINDERGARTEN BASAL READING PROGRAMS

Reading & writing quarterly, 2001-01, Vol.17 (1), p.25-51

2001

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Warranted assertibility and the norms of assertoric practice : Why truth and warranted assertibility are not coincident norms : Life and meaning

Ratio (Oxford), 2005, Vol.18 (2), p.206-220

SMITH, Deborah C

2005

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Growing seeds and scientists: kindergarteners become a community of scientists as they explore seeds and plant growth

Science and children, 2009-09, Vol.47 (1), p.48-48

2009

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On the Cardinality Argument Against Quidditism

Quid Quidditism Est?

Gunky Objects, Junky Worlds, and Weak Mereological Universalism

Composition, Contingency, and Local Supervenience

Properties, laws, and worlds

Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints

MIND-INDEPENDENCE AND THE LOGICAL SPACE OF WRIGHT'S REALIST-RELEVANT AXES

Superassertibility and the Equivalence Schema: A Dilemma for Wright's Antirealist

Content and Pedagogical Content Knowledge for Elementary Science Teacher Educators: Knowing our Students

Appropriating scientific practices and discourses with future elementary teachers

Growing Seeds and Scientists

What is science?: preservice elementary teachers' conceptions of the nature of science

Integrating learner and learning concerns: prospective elementary science teachers’ paths and progress

The construction of subject matter knowledge in primary science teaching

What is so Magical About a Theory of Intrinsic Intensionality?

The Case for Metaphysical Realism

Quality assurance in mammography: artifact analysis

Rainbows, Time Zones, and Other Mind-Dependent Objects: Making Sense of the Relevant Notions of “Mind-Dependence” in the Debate between Metaphysical Realists and Antirealists

Introduction and Elimination Rules vs. Equivalence Rules in Systems of Formal Logic: A Pedagogical Comparison

Parfit on Personal Identity: In Defense of Natural Persons

Teaching for Understanding

Metaphysical Antirealism and Objective Truth: Is Metaphysical Antirealism Self-Refuting?

AN ANALYSIS OF PHONOLOGICAL AWARENESS INSTRUCTION IN FOUR KINDERGARTEN BASAL READING PROGRAMS

Warranted assertibility and the norms of assertoric practice : Why truth and warranted assertibility are not coincident norms : Life and meaning

Growing seeds and scientists: kindergarteners become a community of scientists as they explore seeds and plant growth

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