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

In this article we focus on two interrelated aspects of the process of learning to teach mathematics for understanding: (a) ideas and practices for teaching procedural knowledge and (b) ideas and practices for teaching conceptual knowledge. We explore one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the teacher education program in which the student teacher was enrolled and the placement schools in which she student taught. We reveal a pattern in which the student teacher, her mathematics methods course instructor, her cooperating teachers, and the administrators of her placement schools expressed a variety of strong commitments to teaching for both procedural and conceptual knowledge; but with these commitments, the student teacher taught, learned to teach, and had opportunities to learn to teach for procedural knowledge more often and more consistently than she did for conceptual knowledge. We find that the actual teaching pattern (what was done) was the product of unresolved tensions within the student teacher, the other key actors in her environment, and the learning-to-teach environment itself. We hypothesize that situational supports constructed to emphasize more consistently teaching for conceptual knowledge might help resolve at least some of the tensions, and we suggest that such supports should be developed if the national goal to increase the teaching of mathematics for understanding is to be achieved.

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Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.

Becoming a mathematics teacher.

Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice.

Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education:

Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development

Exhilarated and exhausted, hopeful and cynical, fulfilled and dejected--these adjectives depict the emotional spectrum characterizing teachers' 1st-year experiences. Narratives of teachers' initial years speak to the gritty reality of "really learning to teach." Their stories tell of the challenges experienced as they come to understand the depth and texture of their students' lives and their unique developmental needs. They work to develop humane, yet efficient, routines to manage the daily business of classroom and school life. They struggle to design engaging curriculum and to build knowledge of rigorous and fair standards for student work. They try to fend off fatigue, seeking to balance career demands with activities and connections that rejuvenate. They grapple with the absurdities and paradoxes of school bureaucracies, choosing when to critique and resist ill-framed policies and practices. They stumble in some interactions with colleagues, administrators, and parents. They wonder why their trying work and hard-won accomplishments are viewed with such low regard by the general public. In short, narratives of first years pivot between epiphany and disillusionment (e.g., Johnston, 2002; Kane, 1991; Michie, 1999). The challenges brought to life in these narratives are persistently documented in the research literature (Fuller, 1969; Roehrig, Pressley, & Talotta, 2002; Veenman, 1984). Difficulties in the first years of teaching have implications for both practice and policy, particularly because the estimated financial cost of teacher turnover is US$2.6 billion annually (Alliance for Excellent Education, 2004). Furthermore, although we expect most 1st-year teachers will encounter some difficulties, there is emerging evidence that those prepared in powerful teacher preparation programs seem to manage the vicissitudes more adeptly than others (Darling-Hammond, 2006) and that quality induction programs matter (Britton, Paine, Pimm, & Raizen, 2003; Johnson & The Project on the Next Generation of Teachers, 2004; Molner-Kelly, 2004). With these realities in mind, what can and should we expect of teacher education? Is teacher education doing too little or too much to prepare teachers for the first years of teaching? To educate and support beginning teachers, we need to know about their development and the contexts in which it takes place. THE FIRST YEARS Studies of new teachers' development outline typical stages (e.g., Berliner, 1994; Bullough & Baughman, 1997; Feiman-Nemser, 1983; Huberman, 1989). Whether beginnings are easy or painful, survival remains a prominent theme for the initial months, as new teachers resolve discipline and management problems. The intense survival stage gives way, often by the middle of the 1st year, to a focus on curriculum, teaching practices, and eventually student learning. Most studies present a progression toward mastery or expertise, achieved some time in the 4th year of teaching or beyond. (1) More recent frameworks to conceptualize teacher learning and development draw on the notions of adaptive expertise (Hammerness, Darling-Hammond, & Bransford, 2005), progressive differentiation (Snow, Griffin, & Burns, 2005), and a professional learning continuum (Feiman-Nemser, 2001). Teachers as "adaptive experts" frames expertise along two dimensions--efficiency and innovation. That is, expertise involves both the ability to "perform particular tasks without having to devote too many attentional resources to achieve them" and the ability to "move beyond existing routines ... to rethink key ideas, practices, and even values in order to" respond to novel situations (Hammerness et al., 2005, pp. 358-359). In a similar manner, Snow and her colleagues' (2005) conception of "progressive differentiation" outlines five levels of knowledge teachers draw on (declarative, situated procedural, stable procedural, expert/adaptive, and reflective/analyzed). …

https://journals.sagepub.com/doi/pdf/10.1177/0022487106291976

Hilda Borko

Papers

Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.

Becoming a mathematics teacher.

Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education:

Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development

Too Little or Too Much: Teacher Preparation and the First Years of Teaching