Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society

The power of feedback.

語用論(Pragmatics)を考える

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Better than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning. This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors.　 

Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few. The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy.　 

With an emphasis on the complexity and ‘messiness’ of teaching, Better than Best Practice considers how to learn from observing and discussing practice in order to develop professional judgment. It offers practical advice on how to organise and facilitate video-based professional development in which teachers share their practice with colleagues in order to learn from one another’s challenges, problems, dilemmas and breakthroughs.　 

This exciting new resource argues that critical discussions of practice, which highlight dilemmas instead of prescribing solutions, help to develop and support thoughtful, flexible, and insightful practitioners: an approach that is better than best practice.

Better than Best Practice: Developing teaching and learning through dialogue

Section A: Introduction A1. Why Study Literacy? A2. Organisation of the Book A3. Keywords A4. Encounters with Literacy A5. Academic Study of Literacy - Mapping the Field A5.1 Meanings of 'Literacy' in Different Traditions A5.2 Literacy Acquisition A5.3 Consequences of Literacy A5.4 Literacy as Social Practice A5.5 New Literacies Section B: Extensions B1. Keywords B1.1 Educational Terms B1.2 Anthropological Terms B1.3 Psychological Terms B2. Literacy Acquisition B2.1 Beginning to Read B2.2 Whole Language B2.3 Social Challenges and Policy B2.4 Literacy in Schools B3. Consequences of Literacy B3.1 The Great Divide B3.2 Testing the Literacy Thesis B3.3 Autonomous vs. Ideological Models of Literacy B3.4 Demythologising Literacy B4. Literacy as Social Practice B4.1 Literacy Practices B4.2 Literacy and Identity B4.3 Multilingual Literacies B4.4 Literacies at Work B4.5 The Literacy Thesis Revisited Section C: Explorations C1. Investigating Literacy Practices - An Ethnographic Perspective C2. Literacy Log C3. Phonics, Whole Language and English Orthography C4. Children's Literature - Code, Content and Practice C5. Academic Literacies C6. Workplace Literacies C7. Everyday Writing in Modern Society C8. International Policy and Practice in the Literacy Field C9. "Literacy problems" and the Mass Media . Conclusion: Coming to Terms with New Literacies

Literacy: An Advanced Resource Book for Students

International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant stude...

How not to reason with PISA data: an ironic investigation

How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two consecutive Year 6 literacy lessons, which are drawn from a year long ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualised into the interactional genres habitual in that classroom, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these patterns of enactment, I supplement analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the curricular materials and the durability of interactional genres, rooted in pupil collusion and habitus.

Adam Lefstein

Papers

Better than Best Practice: Developing teaching and learning through dialogue

Literacy: An Advanced Resource Book for Students

How not to reason with PISA data: an ironic investigation

Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective:

Professional vision and the politics of teacher learning