자연주의적 탐구조사(Naturalistic Inquiry)

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

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Qualitative research for education: An introduction to theories and methods

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

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.

The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons, pupil interviews, teacher field journal and the documentation and course materials from the unit of work. Data analysis was conducted using inductive analysis and constant comparison (Denzin and Lincoln, 1994; Lincoln and Guba, 1985). The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and highly labour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made to relinquish control to students was one of the most difficult, but important, outcomes of this action research pr...

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The implementation of models-based practice in physical education through action research:

Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with learning is heightened. This article discusses the use of Cooperative Learning and video cameras to bring about a positive change to the learning environment for girls who were identified as being disengaged in physical education. Two classes of adolescent girls were taught an eight-lesson unit of Basketball using Cooperative Learning. Students worked in learning teams, participating in different roles, such as a coach or a camerawoman, to help each other learn and to film video clips of their learning. Data collection included a teacher's reflective journal, post...

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Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education

This paper explored the use of video technology as an aid to student engagement in physical education. Working in a comprehensive high school in Australia with disaffected students, the study used the New South Wales Quality Teaching Program as a basis for assessing the effectiveness of video technology in enhancing students' engagement in Physical Education lessons aimed at facilitating deeper understanding of throwing and catching. The results highlighted the effectiveness of video technology in enhancing engagement and subsequently suggest that such a degree of commitment helped students to develop understanding beyond technical replication and towards rational and reasoned student investigations around their learning. Additionally, it helped students to feel less marginalised and enabled them to be more engaged in their learning.

Using digital technology to enhance student engagement in physical education

Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced coll...

Trading places: from physical education teachers to teacher educators

Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on tea...

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Ashley Casey

Papers

The implementation of models-based practice in physical education through action research:

Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education

Using digital technology to enhance student engagement in physical education

Trading places: from physical education teachers to teacher educators

Social media and teacher professional learning communities