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

หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

4. UNHCR notes with concern that although the country acceded to the 1951 Convention and the 1967 Protocol in 1999, incorporation of the 1951 Convention obligations into national legislation and normative acts has been slow and to date Kazakhstan has failed to comply with its obligation to give full effect to the Covenant in the domestic legal order, inter alia providing for effective judicial and other remedies for violations of these rights

United Nations High Commission for Refugees

When there are many people who don't need to expect something more than the benefits to take, we will suggest you to have willing to reach all benefits. Be sure and surely do to take this problem based learning an approach to medical education that gives the best reasons to read. When you really need to get the reason why, this problem based learning an approach to medical education book will probably make you feel curious.

Problem-Based Learning: An Approach to Medical Education

Doing Action Research in English Language Teaching. A Guide for Practitioners

Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students’ engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research.

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It.

Social presence is a difficult to achieve, but an imperative component of online learning In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3507, p = 001; social space, t(29) = 3074, p = 005; and group cohesion, t(32) = 3550, p = 001 We discuss how placing students in small and permanent discussion groups can augment social presence Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions

/pdf/increasing-social-presence-in-online-learning-through-small-1gqaweveab.pdf

Increasing Social Presence in Online Learning through Small Group Discussions.

New learning environment designs and frameworks have emerged that are consistent with constructivist-inspired views of learning. Collectively, student-centered, open learning ­environments provide contexts wherein the individual determines learning goals, learning means, or both the learning goals and means. The individual may also establish and pursue individual learning goals with few or no external boundaries as typical during spontaneous, self-initiated learning from the Web. The approaches represent fundamentally different learning and design paradigms and philosophies. However, student or self-directed learning has been criticized for lacking compelling evidence to document effectiveness. As new models emerge and technologies develop, we need to both document evidence that supports and challenges student-centered approaches and refine our approaches to designing effective environments. This chapter provides an overview and critical analysis of student-centered learning, and proposes directions for advancing needed research, theory, and practice.

Student-Centered, Open Learning Environments: Research, Theory, and Practice

Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students’ intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course.

Autonomy Support for Online Students.

This study explores the social and cultural uses of digital literacies by adolescent immigrants to cope with their new lives in the United States. This case study focuses on three adolescent ethnic Karen brothers. Two years of participant observations in their home and Karen community, accompanied by formal and informal interviews, served as the data. Findings report the ways in which these adolescent's digital literacy skills serve them and their family throughout the resettlement process by facilitating: (1) the maintaining and building of co-ethnic friendships, (2) connection to the broader Karen diaspora community, (3) the sustaining and promoting of ethnic solidarity, and (4) the creation and dissemination of digital productions. We argue that the Internet facilitates these youth as they cope with the economic, educational, and social demands of resettlement. This study can inform teachers and others working with immigrant communities about the literacy practices of their students.

Eunbae Lee

Papers

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It.

Increasing Social Presence in Online Learning through Small Group Discussions.

Student-Centered, Open Learning Environments: Research, Theory, and Practice

Autonomy Support for Online Students.

The Role of Digital Literacy Practices on Refugee Resettlement