자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

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

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Despite unprecedented recent expansion of international volunteering and service (IVS), there has been relatively little research on impacts. This paper proposes a conceptual model for impact research based on existing research evidence published in English. The model suggests that outcomes for host communities, volunteers, and sending communities vary depending on individual and institutional attributes and capacity. How institutions structure and leverage individual capacity influences who participates and how they serve, and shapes the impact of volunteer action. The conceptual model provides directions for future research.

https://www.jstor.org/stable/pdfplus/27928136.pdf

Effects of International Volunteering and Service: Individual and Institutional Predictors

Using in-depth interviews, we explored civic engagement that included volunteering through religious organizations, neighboring, involvement in children's activities, and contributing. The sample consisted of 84 low-income, low-wealth families. Findings indicate that although people of limited resources may be engaged, they face substantial challenges to active engagement. Data are suggestive of a modified life cycle theory, a resource or "stakeholding" theory, and institutional theories regarding challenges to engagement. In the context of the study's limitations, implications are discussed for measurement, research, and interventions. Key Words: assets, civic engagement, community, low-income families, neighboring, volunteering. In a democracy, citizenship comes with rights and responsibilities. Active citizenship means being involved in one's community, taking care of the less privileged, voting, and serving as a juror when called (Janoski, 1998; Kymlicka & Norman, 1994). Civic engagement is a hallmark of democracy, the space of freedom where citizens exercise rights, voice, and conscience. In fact, most studies have found that those who have more income, who have advanced education, and who own a home are more likely to be politically engaged (Verba, Schlozman, & Brady, 1995) and socially engaged via volunteering, associational participation, and group membership (Independent Sector, 1999; Perkins, Brown, & Taylor, 1996; Rohe & Stegman, 1994). According to the U.S. Bureau of the Census (2002), the characteristics of voters reflect "the attributes of people with the biggest stakes in society: older individuals, homeowners, married couples, and people with more school, higher incomes, and good jobs" (p. 3). However, this does not mean that those with low incomes and low wealth are not civically engaged or that they do not contribute to their communities and the polity. These data are based on operational ideas of the phenomenon being studied, reflecting static conceptions that may or may not reflect the civic behaviors in which the poor are engaged. Regardless of the form, there are consequences for individuals, families, communities, and representative democracy when citizens are not engaged. Civic engagement across the various forms is considered a means for developing skills and capacity, increasing tolerance among peoples, building community, supporting collective action on common goals, and girding democratic governance through representation of interests (Schlozman, Verba, & Brady, 1999; Wilson & Musick, 1999). When parents are not civically engaged, this may have a direct impact on their families and their children's future civic activities (Andolina, Jenkins, Zukin, & Keeter, 2003). For these reasons, it is important to understand possible challenges to civic engagement among poor families and how engagement can be promoted. When given the chance to describe their engagement, in their own words, what do family members report? If they are not engaged, what reasons do adults in low-income families give? This study uses qualitative data to explore possible tentative answers to these questions. Data are from in-depth interviews with 84 low-income families in a Midwestern city, conducted as part of a large social experiment testing the efficacy of Individual Development Accounts (IDAs). IDAs are matched savings accounts in which low-income, low-wealth families can save for first home purchase, postsecondary education and job training, or small business capitalization. The idea behind IDAs is that the poor cannot spend their way out of poverty, but with savings and investment, they may be able to secure productive assets that help them achieve a stake in society and increase their economic security, household stability, and perhaps even their civic engagement (Sherraden, 1991). In this article, we define civic engagement and discuss primary theories that may explain civic engagement. …

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Civic Engagement Among Low‐Income and Low‐Wealth Families: In Their Words

International voluntary service (IVS) has a significant and growing presence worldwide. IVS is a policy and program tool used for international development aid, humanitarian relief, and promotion of international understanding. In the last century, forms of IVS have proliferated, while research on scope, effectiveness, and impacts has lagged behind. We propose a typology that addresses duration, nature of service, and degree of “internationality.” Further, we identify IVS networks and support organizations that bolster the capacity of IVS sending and hosting organizations, and in this process create large and little recognized international institutions of cooperation. Building on the typology, we suggest program, policy, and research implications to advance knowledge of the role of IVS, its role in global civil society, and impacts it may have on human conditions and cross-cultural understanding.

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The Forms and Structure of International Voluntary Service

This book is about the struggles of low-income families trying to build savings accounts In "Striving to Save", Margaret Sherrard Sherraden and Amanda Moore McBride examine savings in eighty-four working families with low incomes, including fifty-nine families who participated in a groundbreaking program of matched savings and financial education In-depth interviews with these families, along with savings and survey data, shed light on saving in low-income households The book concludes with recommended public policy approaches for increasing savings in households that are striving to save

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Striving to Save: Creating Policies for Financial Security of Low-Income Families

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Amanda Moore McBride

Papers

Effects of International Volunteering and Service: Individual and Institutional Predictors

Civic Engagement Among Low‐Income and Low‐Wealth Families: In Their Words

The Forms and Structure of International Voluntary Service

Striving to Save: Creating Policies for Financial Security of Low-Income Families

Saving in Low-Income Households: Evidence From Interviews With Participants in the American Dream Demonstration