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

Part 1 Towards a Revised Theory of Pedagogy Chapter 2 Pedagogic Codes and their Modalities of Practice Chapter 3 The Pedagogic Device Chapter 4 Pedagogizing Knowledge: Studies in Recontextualizing Chapter 5 Official Knowledge and Pedagogic Identities: The Politics of Recontextualizing Chapter 6 The Divorce of Knowledge from the Knower Part 7 Theory and Research Chapter 8 Codes and Research Chapter 9 Research and Language of Description Part 10 Critique and Response Chapter 11 Sociolinguistics: A Personal View Chapter 12 Vertical and Horizontal Discourses: An Essay Chapter 13 Codes and their Positioning: A Case Study in Misrecognition Chapter 14 Bernstein Interviewed

Pedagogy, symbolic control, and identity : theory, research, critique

List of Boxes. List of Tables and Figure. Preface. Abbreviations. Introduction. 1. Capitalism and the Capitalist Type of State. 2. The Keynesian Welfare National State. 3. The Schumpeterian Competition State. 4. Social Reproduction and the Workfare State. 5. The Political Economy of State Rescaling. 6. From Mixed Economy to Metagovernance. 7. Towards Schumpeterian Workfare Postnational Regimes?. Notes. References. Index.

The Future of the Capitalist State.

Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

Austrian immigration authorities frequently reject the family reunion applications of immigrant workers They justify their decisions not only on legal grounds but also on the basis of their own often prejudiced judgements of the applicants' ability to `integrate' into Austrian society A discourse-historical method is combined with systemic-functionally oriented methods of text analysis to study the official letters which notify immigrant workers of the rejection of their family reunion applications The systemic-functionally oriented methods are used in a detailed analysis of a sample of rejection letters while the discourse-historical method allows this analysis to be intertextually connected to other related genres of discourse and strategies of argumentation, and to the history of post-war immigration in Austria generally

Legitimizing Immigration Control: A Discourse-Historical Analysis

Theoretical Issues: The Possibility of Synthesis The Sociology of Language and Code Theory Schooling, Curriculum, and Pedagogic Practice Applications to and Influences on Educational and Social Research

Knowledge and Pedagogy: The Sociology of Basil Bernstein

L'A. met en evidence la contribution de Bernstein (B.) a l'evolution de la sociologie de l'education. Il presente un modele didactique recemment concu par Bernstein (B.), qui lie a sa theorie du programme d'etudes et de la didactique un projet sociologique structuraliste

https://www.jstor.org/stable/pdfplus/2112891.pdf

Basil Bernstein's Theory of Pedagogic Practice: A Structuralist Approach.

Preface Acknowledgments Chapter 1 The Limits and Promises of Education: Toward Reflective Practitioners Chapter 2 The Politics of Education: Conservative, Liberal, Radical, and Neo-liberal Perspectives * HIJACKED! How the Standards Movement Turned into the Testing Movement, Diane Ravitch * What "Counts" as Educational Policy? Notes toward a New Paradigm, Jean Anyon Chapter 3 The History of Education * Popular Schooling, Lawrence A. Cremin * Capital Accumulation, Class Conflict, And Educational Change, Samuel Bowles And Herbert Gintis Chapter 4 The Sociology of Education * The Contribution of Schooling to the Learning of Norms, Robert Dreeben * On Understanding the Processes of Schooling: The Contributions of Labeling Theory, Ray C. Rist * The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools, Amy Stuart Wells and Irene Sena Chapter 5 The Philosophy of Education and Its Significance for Teachers * My Pedagogic Creed, John Dewey * Wide-Awakeness and the Moral Life, Maxine Greene * The Ideal of the Educated Person, Jane Roland Martin Chapter 6 Schools as Organizations and Teacher Professionalization * Contradictions of Reform, Linda M. McNeil * Rich Land, Poor Schools, David Baker And Gerald Letendre * Is The Supply Of Mathematics And Science Teachers Sufficient? Richard M. Ingersoll And David Perda Chapter 7 Curriculum, Pedagogy, and the Transmission of Knowledge * The Politics of a National Curriculum, Michael W. Apple * The Mimetic and the Transformative: Alternative Outlooks on Teaching, Philip W. Jackson * The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, Lisa D. Delpit Chapter 8 Equality of Opportunity and Educational Outcomes * Class and the Classroom: Even the Best Schools Can't Close the Race Achievement Gap, Richard Rothstein * Chartering and Bartering: Elite Education and Social Reproduction, Caroline Hodges Persell and Peter W. Cookson, Jr. * College-for-All: Do Students Understand What College Demands? James E. Rosenbaum Chapter 9 Explanations of Educational Inequality * It's Not "a Black Thing": Understanding the Burden of Acting White and Other Dilemmas of High Achievement, Karolyn Tyson, William Darity, and Domini Castellino * Gender Inequalities in Education, Claudia Buchman, Thomas A. Diprete, and Anne McDaniel * From social ties to social capital: Class differences in the relations between schools and parents networks, Erin McNamar Horvat, Elliot B. Weininger, and Annette Lareau * A Black Student's Reflection on Public and Private Schools, Imani Perry Chapter 10 Educational Reform and School Improvement * A Few Thoughts on Making This Work, Frederick Hess * Education and Poverty: Confronting the Evidence, Helen F. Ladd * The Politics of School Reform: A Broader and Bolder Approach for Newark, Pedro Noguera and Lauren Wells Appendix: Suggested Resources References Index

Exploring Education: An Introduction to the Foundations of Education

Basil Bernstein, Karl Mannheim Chair Emeritus in the Sociology of Education, at the Institute of Education, University of London, born on 1 November 1924, died on 24 September 2000 after a prolonged battle with throat cancer. Professor Bernstein was one of the leading sociologists in the world, whose pioneering work over the past four decades illuminated our understanding of the relationship among political economy, family, language and schooling. Although committed to equity and social justice, or in his own words, ‘preventing the wastage of working class educational potential’ (1961b, p. 308), his work was often misunderstood and incorrectly labelled a form of ‘cultural deficit’ theory. Nothing could be more inaccurate. Raised in London’s East End, the son of a Jewish immigrant family, Bernstein’s career reflected his concern for understanding and eliminating the barriers to upward social mobility. After serving as an underage bombardier in Africa in the Second World War, he worked in the Stepney settlement boys’ club for underprivileged Jewish children. He put himself through the London School of Economics by working various menial jobs and earned a degree in sociology. He completed teacher education at Kingsway Day College and from 1954 to 1960, he taught a variety of subjects, including mathematics and physical education, at City Day College in Shoreditch. In pure Goffmanesque style, he also taught driver education and motor repair, despite the fact that he did not drive; a fact that he successfully concealed from his students. In 1960, Bernstein began graduate work at University College, London, where he completed his Ph.D. in linguistics. He then moved to the Institute of Education, where he stayed for his entire career, rising from senior lecturer to reader to professor, to the Mannheim Chair. During his tenure at the Institute, he also served as head of the influential Sociological Research Unit in the 1960s and 1970s and as Pro-Director of Research in the 1980s. He continued his prolific writing as an Emeritus Professor until his death. The recipient of many honorary doctorates and awards, he posthumously received the American Sociological Association Sociology of Education Section Willard Waller Award for Lifetime Contributions to the sociology of education in August 2001. He is survived by his wife of over forty years Marion, a psychologist, and their two sons, Saul and Francis.

Basil Bernstein (1924-2000)

Table of Contents Preface Introduction George Bohrnstedt and Jennifer O' Day Part I: Federal and State Educational Policy and NCLB 1. No Child Left Behind? Sociology Ignored! David Karen Part II. Accountability and Assessment * NCLB and the Complexity of School Improvement Jennifer O'Day * Double Standards for Graduation Rate Accountability? Or None? Christopher B. Swanson * Who Counts for Accountability?: High-Stakes Test Exemptions in a Large Urban School District Jennifer Booher-Jennings and Andrew Beveridge * Inside the Black Box of Accountability: How High-Stakes Accountability Alters School Culture and the Classification and Treatment of Students and Teachers Katie Weitz White and James Rosenbaum Part III. Teaching and Teacher Quality 6. AIR, State Policy Activity under NCLB: Adequate Yearly Progress and Highly Qualified Teachers Kerstin Carlson Le Floch 7. Professionalism Under Siege: Teachers' Views of the No Child Left Behind Act Steven Brint and Sue Teele 8. Teacher Quality: Educational Inequality and the Organization of Schools Richard Ingersoll 9. Teaching Quality as a Problem of School Change Joan Talbert and Milbrey McLaughlin Part IV. School Choice and Parental Involvement * False Promises: The School Choice Provisions in No Child Left Behind Douglas Lee Lauen 11. When School Choice Leaves Many Children Behind: Implications for NCLB from the Charlotte-Mecklenburg Schools. Roslyn Arlin Mickelson and Stephanie Southworth * Non-Promotional School Change and the Achievement of Texas Students: Possible Public School Choice Outcomes under No Child Left Behind A. Gary Dworkin and Jon Lorence 13. Research Meets Policy and Practice: How Are School Districts Addressing NCLB Requirements for Parental Involvement? Joyce L. Epstein 14. Getting Families Involved With NCLB: Factors Affecting Schools' Enactment of Federal Policy Steven B. Sheldon Part V. Federal Involvement, NCLB and the Reduction of the Achievement Gap 15. Learning from Philadelphia's School Reform: The Impact of NCLB and Related State Legislation Elizabeth Useem 16. Can NCLB close achievement gaps? David Armor 17. Symbolic Uses of the "No Child Left Behind Act": Reaffirmation of Equality of Educational Opportunity or De-Legitimization of Public Schools? Mary Haywood Metz 18. Conclusion: Sociological Perspectives on NCLB and Federal Involvement in Education Alan R. Sadovnik, A.Gary Dworkin, Adam Gamoran, Maureen Hallinan and Janelle Scott Contributors Index

Alan R. Sadovnik

Papers

Knowledge and Pedagogy: The Sociology of Basil Bernstein

Basil Bernstein's Theory of Pedagogic Practice: A Structuralist Approach.

Exploring Education: An Introduction to the Foundations of Education

Basil Bernstein (1924-2000)

No Child Left Behind and the Reduction of the Achievement Gap : Sociological Perspectives on Federal Educational Policy