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.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How we Think

Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Habits of the Heart: Individualism and Commitment in American Life

This chapter provides a brief introduction to the concepts of Universal Design and Universal Instructional Design and why we believe this model holds so much promise as an inclusive approach to higher education. We then introduce the Pedagogy and Student Services for Institutional Transformation (PASS IT) project. The chapter concludes by introducing the chapters to follow.

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Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education.

This research explores the relationship between affective variables and mathematics achievement among high-risk students enrolled in a sequence of developmental mathematics courses that included the use of a variety of instructional methods. It would appear that time taken from traditional instruction in college algebra and devoted to activities designed to encourage persistence and problem solving skills, enhance spatial visualization, promote collaborative learning, and reduce academic anxiety was time well spent. During the past three decades, teachers and researchers have been exploring factors related to achievement in mathematics. Among the affective variables identified in the literature are students' academic self-concepts, attitudes toward success in mathematics, confidence in their ability to learn mathematics, mathematics anxiety, test anxiety, perceptions of the usefulness of mathematics, motivation, self-esteem, and locus of control (Aiken, 1970a, 1970b, 1976; Austin-Martin, Waddell, & Kincaid,1980; Bassarear,1991; Dew, Galassi, & Galassi, 1984; Duranczyk, 1997; Dwinell & Higbee, 1991; Fennema & Sherman, 1976; House, 1995; Llabre & Suarez, 1985; Resnick, Viehe, & Segal, 1982; Siegel, Galassi, & Ware, 1985; Tobias, 1978). Researchers have also been examining relationships between cognitive factors such as preferred learning styles, visual and spatial ability, the use of specific cognitive strategies and critical thinking skills, and performance in mathematics (Bishop, 1989; Clements & Del Campo,1989; Fennema & Sherman, 1977; Fulkerson, Galassi, & Galassi,1984; Tartre,1990) as well as relationships among affective variables (Gourgey, 1984; Higbee & Dwinell, 1996). Several authors have addressed the specific needs of developmental college mathematics students over the past decade (Berenson, Best, Stiff, & Waskik, 1990; Glover, 1996; Goolsby, Dwinell, Higbee, & Bretscher, 1988; Newman & Matthews, 1994; Thomas & Higbee, 1996b). Educators have begun to research techniques to reduce or eliminate the impact of cognitive and noncognitive barriers to learning mathematics (Davidson, 1985; Davidson & Kroll, 1991; Higbee 1989; Webb, 1991). Collaborative learning and verbalization during the problem solving process are two classroom strategies that appear to have proven successful in assisting college students in overcoming negative attitudes toward learning mathematics. Dees (1991), who studied whether instructor intervention could promote cooperative learning among students in a developmental algebra and geometry course, found significant differences in favor of cooperative learning in two outcome variables: solving word problems and writing proofs. Shaughnessy (1977) had reported much earlier that students participating in an activitybased introductory college probability course in which students worked in small groups were more successful in overcoming reliance on representativeness and availability than students in a lecture-based course. Students who engaged in group activities developed skill in making predictions through the use of probability theory rather than heuristics. Artzt and Newman (1990) have suggested that the National Council of Teachers of Mathematics (NCTM) 1989 edition of Curriculum and Evaluation Standards for School Mathematics supports the use of cooperative learning. The standards state, "Small groups provided a forum in which students ask questions, discuss ideas, make mistakes, learn to listen to others' ideas, offer constructive criticism, and summarize their discoveries in writing" (NCTM, 1989, p. 79). Artzt and Newman (1990) add, "Group assignments enable learners to work together, helping each other integrate new knowledge with prior knowledge and discover their own meanings as they explore, discuss, explain, relate, and question new ideas and problems that arise in the group" (p. 448). Increasingly, the shift in the literature on mathematics achievement appears to be from learner characteristics to a more integrated approach, with a greater emphasis on the role of the teacher and course content and structure and how these factors are related to learning (Ahmed, Barks, & Dolega, 1996; Campbell, Schlumberger, & Pate, 1997; Dooley & Sundeen, 1997; Perdew, Preston-Sabin, & Hodge, 1995; Taylor; 1991: Warner, 1997; Weinstein, 1995; Wilkinson, 1997; Williams, 1995; Williams & Hensley, 1997). …

Affective and Cognitive Factors Related to Mathematics Achievement.

This chapter summarizes theoretical perspectives and research findings on developmental education, and emphasizes the importance of considering students' voices and experiences in determining how best to facilitate growth and development in college.

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Using theory and research to improve access and retention in developmental education

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Curriculum Transformation and Disability: Implementing Universal Design in Higher Education

This article reports the results of research conducted to investigate the relationship between involvement in learning mathematics and achievement as measured by test scores and course grades. Attendance is the one measure of effort most closely related to success in developmental mathematics. Among affective variables measured, academic autonomy was consistently related to outcome measures.

Jeanne L. Higbee

Papers

Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education.

Affective and Cognitive Factors Related to Mathematics Achievement.

Using theory and research to improve access and retention in developmental education

Curriculum Transformation and Disability: Implementing Universal Design in Higher Education

The Relationship between Involvement and Success in Developmental Algebra.