자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

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

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

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.

The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students...

Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students

The authors investigated whether differences existed in perceptions of class activities for students in Grades 3-8 and between genders. Specifically, the frequency that students perceived opportunities for interest, challenge, choice, and enjoyment in their classrooms was assessed using the affective instrument, My Class Activities (M. Gentry & R. K. Gable, 2001). Significant main effects existed for grade level and gender, with no interaction of the 2 variables. In general, middle school students found their classroom activities less frequently interesting and enjoyable, with fewer opportunities for choice, than did elementary students. These variables declined steadily from lower to upper grades. Girls indicated that their class activities were more frequently interesting and enjoyable than did boys, which contributed to the significant gender differences.

Students' perceptions of classroom activities: Are there grade-level and gender differences?

This paper presents the findings of a longitudinal, causal comparative investigation of an elementary school cluster grouping program. Both quantitative and qualitative methodologies were used. Although the cluster grouping program was originally designed to provide differentiation of content and instruction for gited students, positive effects were also found on the achievement of all students in the school. During the three program years, students involved in the school using cluster grouping were more likely to be identified as high achieving or above average. Fewer students were identified as low achieving. A significant increase in achievement test scores of all students was found when these students were compared to similar students from a comparison school district. Qualitative analyses yielded three core categories—the use of grouping, the impact of teachers, and the general school environment—that helped to provide an understanding of the quantitative findings.

An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices

A Time and a Place for Authentic Learning.

For more than 30 years, underrepresentation of certain racial, cultural, and income groups in gifted and talented programs has been documented as a serious problem. Not only does this issue make gi...

Marcia Gentry

Papers

Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students

Students' perceptions of classroom activities: Are there grade-level and gender differences?

An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices

A Time and a Place for Authentic Learning.

Group-Specific Norms and Teacher-Rating Scales: Implications for Underrepresentation