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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

http://onemvweb.com/sources/sources/network_structure_social_capital.pdf

The Network Structure Of Social Capital

Preface Introduction: Traditions of Nationhood in France and Germany I. The Institution of Citizenship 1. Citizenship as Social Closure 2. The French Revolution and the Invention of National Citizenship 3. State, State-System, and Citizenship in Germany II. Defining The Citizenry: The Bounds of Belonging 4. Citizenship and Naturalization in France and Germany 5. Migrants into Citizens: The Crystallization of Jus Soli in Late-Nineteenth-Century France 6. The Citizenry as Community of Descent: The Nationalization of Citizenship in Wilhelmine Germany 7. \"Etre Francais, Cela se Merite\": Immigration and the Politics of Citizenship in France in the 1980s 8. Continuities in the German Politics of Citizenship Conclusion Notes Bibliography Index

Citizenship and Nationhood in France and Germany.

This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanisms that affect engagement and lead to alienation from instruction-the dissociation between students' physical presence in academic classes and their thoughts while in class. Using an innovative approach to measuring engagement and different types of alienation from instruction, the study found that students are alienated from instruction almost half the time and that when they are alienated, they tend to be preoccupied with external issues. Instructional characteristics and external contexts exhibit a tug-of-war over students' engagement and alienation from instruction. In relation to teacher-centered lectures, progressive instructional strategies and methods are better able to insulate students from alienating environments, whereas boring and nonrelevant instruction allows external preoccupations to swamp students' attention, especially among Hispanic and African American students and those who are at risk of alienation from instruction

Educational Battlefields in America: The Tug-of-War over Students' Engagement with Instruction.

Over the past decade, several US school and instructional reforms have sought ways to counter trends of mediocrity in education. These reforms are grounded in structural motivation theories which postulate that students' learning experiences are optimised when instruction is authentic, challenging, demands skills, and allows for student autonomy. This study set out to investigate empirically the effects of these four structural characteristics of instruction on students' learning experiences. Using a unique methodological design, the current investigation measures students' learning experiences with a confirmatory factor analysis. The four factors which emerged are next predicted with a series of structural variables. The results show that high quality learning experiences are indeed authentic, allow choice, and demand student skills. Boring and alienated experiences are produced when these instructional characteristics are absent. The findings suggest that the structures of instruction that disaffect students are overwhelmingly represented in students' daily school life; those that spark their hearts are not frequent enough to motivate students. They also imply that students do not have a general tendency to be emotionally depressed in school; rather, they perceive their experiences to be highly influenced by specific structural characteristics of instruction.

Reforming Motivation: How the structure of instruction affects students’ learning experiences

Inter-group differences in road-traffic crash involvement

The social accident: A theoretical model and a research agenda for studying the influence of social and cultural characteristics on motor vehicle accidents

Gad Yair

Papers

Educational Battlefields in America: The Tug-of-War over Students' Engagement with Instruction.

Reforming Motivation: How the structure of instruction affects students’ learning experiences

Inter-group differences in road-traffic crash involvement

The social accident: A theoretical model and a research agenda for studying the influence of social and cultural characteristics on motor vehicle accidents

‘Unite Unite Europe’ The political and cultural structures of Europe as reflected in the Eurovision Song Contest