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

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

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

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

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What Makes Professional Development Effective? Results From a National Sample of Teachers

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

Professional Development and Teacher Learning: Mapping the Terrain

The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).

What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning

Learning to teach.

“What shall I do with my students to help them understand this science concept? What materials are there to help me? What are my students likely to already know and what will be difficult for them? How best shall I evaluate what my students have learned?" These questions are common for every teacher, and central to describing the knowledge that distinguishes a teacher from a subject matter specialist. In this paper, we argue that such knowledge is described by the concept known as pedagogical content knowledge, and that this concept is critical to understanding effective science teaching. We describe pedagogical content knowledge as the transformation of several types of knowledge for teaching (including subject matter knowledge), and that as such it represents a unique domain of teacher knowledge. This chapter presents our conceptualization of pedagogical content knowledge and illustrates how this concept applies to understanding science education from the perspective of the teacher, the science teacher educator, and the science education researcher.

Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching

This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novices were analyzed by perceiving teaching both as a complex cognitive skill and as improvisational performance Novices showed more time-consuming, less efficient planning, encountered problems when attempts to be responsive to students led them away from scripted lesson plans, and reported more varied, less selective postlesson reflections than experts. These differences were accounted for by the assumptions that novices’ cognitive schemata are less elaborate, interconnected, and accessible than experts’ and that their pedagogical reasoning skills are less well devel...

Hilda Borko

Papers

Professional Development and Teacher Learning: Mapping the Terrain

What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning

Learning to teach.

Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching

Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers