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

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Thank you for reading learning to teach in higher education. As you may know, people have look numerous times for their favorite books like this learning to teach in higher education, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their laptop. learning to teach in higher education is available in our digital library an online access to it is set as public so you can get it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the learning to teach in higher education is universally compatible with any devices to read.

Learning To Teach In Higher Education

This article will detail efforts to broaden participation in computing in urban schools through a comprehensive reform effort of curricular development, teacher professional development, and policy changes. Beginning with an account of the curricular development of Exploring Computer Science, we will describe the inquiry-based research that underlies these learning materials. Next, we argue that accompanying professional development that supports the curriculum is essential for supporting this inquiry-based approach to computer science instruction. We then explain the policy strategies used to designate this course as a college-preparatory elective and place it in 17 Los Angeles high schools. Finally, we share the initial results of how students experience this course and ongoing challenges encountered when working in the public school system. The article concludes with a discussion of how longitudinal reform effort requires a strong foundation and deep roots to successfully democratize computer science education.

/pdf/exploring-computer-science-a-case-study-of-school-reform-2zoeozwrxk.pdf

Exploring Computer Science: A Case Study of School Reform

In recent years, the computer science education community has shown strong commitment to broadening participation in computing in K-12 classrooms. Educational research highlights the critical role of professional development in supporting teachers to attract and effectively teach underrepresented students in computing. In this paper we present the Exploring Computer Science (ECS) professional development model and the research on which it is based. We also present findings about the impact of ECS professional development on teachers' practice. As computing education initiatives become increasingly concerned with scaling up from a regional to a nationwide presence, it is important to consider how the essential components of effective professional development can drive this reform.

Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model

➧1 In the past few decades, computer science has driven innovation across a variety of academic fields and become a robust part of democratic participation and the labor economy. Today’s youth are surrounded with applications of these new technologies that affect how they access and produce information and communicate with friends, family, and educators. Yet, though students often gain skills as “users” of these technologies in schools, too many have been denied opportunities to study computer science and produce new knowledge required to become “creators” of computing innovations. The students who do study computer science courses often represent only a narrow band of students that excludes significant numbers of girls and students of color. Further, for a field that depends on creativity, a homogenous workforce fails to take advantage of those with diverse experiences and world viewpoints that likely foster divergent and fresh thinking. This article will provide an overview of Exploring Computer Science (ECS), a curriculum and program developed to broaden participation in computing for high school students in the Los Angeles Unified School District. This program is framed around a three-pronged approach to reform: curricular development, teacher professional development, and policy work across a variety of educational institutions. The focus is to provide the necessary structures and support to schools and teachers that leads to high quality teaching and learning in computer science classrooms. In ECS classrooms, high quality teaching and learning is viewed within the frame of inquiry-based teaching strategies that lead to deep student content learning and engagement. The incorporation of equity-based teaching practices is an essential part of setting up the classroom culture that facilitates inquiry-based learning. As the second largest and one of the most diverse districts in the United States, the Los Angeles Unified School District provides an important context to understand opportunities and obstacles encountered while engaging in institutional K-12 computer science education reform. This article will begin with an account of the educational research that provided key information about the obstacles students encounter in computer science classrooms. Next, we will describe the key elements of the ECS program. Finally, we will highlight several lessons that we have learned that inform the CS 10K campaign (see Jan Cuny’s Critical Perspective “Transforming High School Computing: A Call to Action”, this issue).

Beyond curriculum: the exploring computer science program

Prologue Carolina is one of six females taking the Computer Programming course at East River High School, a predominantly Latino/a high school located in a low-income neighborhood on the east side of Los Angeles. She is one of the top students in her Honors Geometry class and has a strong history of academic achievement, particularly in mathematics and science. Carolina was recruited, along with other similarly strong female mathematics students, by a well-meaning and committed mathematics teacher, who had been assigned to teach Programming and was eager to increase female enrollment in what had been a predominantly male classroom. As the course evolved, the teacher, who was teaching himself programming while running the course, decided to take advantage of the more knowledgeable students by pairing " experts " with " novices. " With two exceptions, these pairs included an older, more tech-savvy male—the " big brother " —and a younger, inexperienced female. Despite the girls' high standing in high level mathematics classes, the students quickly fell into " traditional " roles, with girls taking on more " secretarial " tasks. Carolina, who found this arrangement to be frustrating, states: We [the girls] called them " big brothers " ….I would type and he [partner] would like think about it—we would both think about it but he would like be the one with the most ideas…I was not always able to understand the ideas. Sometimes I just went along with it. Meanwhile, across town in a school on the more affluent west side of Los Angeles, Grace, a Pilipina senior at Canyon High, is the only female in her AP Computer Science course (APCS). Unlike the other female student who quit after the first semester, Grace decided to " stick it out " because, as she states, she is " not a quitter. " Moreover, Grace is very interested in technology and plans to major in computer engineering. Grace became hooked onto computers because of her interest in cell phone technology. In the Philippines, there are many cottage industries focused upon making the cell phone more fun, unique, and " hip " and this was fascinating to Grace, piquing her curiosity and prompting her to pursue computer science. In addition, Grace's father has experience working with computers, particularly in web design, which Grace believes also influenced her technology interests. Grace lives in downtown Los Angeles, but travels a long distance to …

Lost in Translation: Gender and High School Computer Science

This article embraces the concept of technology identity as an innovative theoretical and methodological approach to study the digital divide. Reporting on qualitative data taken from a mixed-method study, the analytical approach goes beyond an access and skills perspective in measuring digital inequities. Narratives collected from students demonstrate how powerful sociocultural influences, such as family practices and access to a quality K-12 education, contribute to the development of a technology identity. The stories outlined in this article offer illustrative accounts of how holding a particular technology identity impacts the academic and social life of college students. Taken together, the narratives highlight the role of schools and universities as institutions which are perpetuating — rather than resisting — inequalities associated with the digital divide.

Joanna Goode

Papers

Exploring Computer Science: A Case Study of School Reform

Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model

Beyond curriculum: the exploring computer science program

Lost in Translation: Gender and High School Computer Science

The Digital Identity Divide: How Technology Knowledge Impacts College Students