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

Doing Qualitative Research

There is a wide range of activity in the higher education sector labelled ‘students as partners’ and ‘co-creation in learning and teaching’. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

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Co-creation in learning and teaching: The case for a whole-class approach in higher education

United Nations Declaration on the Rights of Indigenous Peoples and Its Implications for Indigenous Australians

Poole, M. A., Van de Ven, A. H., Dooley, K., & Holmes, M. E. (2000) Organizational Change and Innovation Processes: Theory and Methods for Research. New York, NY: Oxford University Press. Change in organizations has been an intriguing concept for organizational researchers. There are entire journals (e.g., Journal of Organizational Change Management) devoted to this topic. Change has been viewed from a wide range of theoretical perspectives. However, one area that seems relatively devoid of change research is the area of process research. This book addresses that area. It begins with a review of the literature on change and, in particular, details the challenges of developing a process theory of innovation that arose in the Minnesota Innovation Research Program beginning in the early 1980s. The major portion of the book is dedicated to detailing appropriate research methods for those who would do process research. Several useful tables are found throughout the book that provide convenient summaries of the textual material. For example, in Chapter 1, Perspectives on Change and Development in Organizations, on page 15, a table appears that compares the strengths and weaknesses of three typical research designs in this content area. This is followed on pages 20 and 21 by a table that presents a summary of the researchers and models of organizational development found in organizational studies. These two tables include the thrust of the first chapter and allow the authors to go on to define specific terminology and to present the ordering of the rest of the book. Definitions of process theories and the textual explanations of several theories are provided in Chapter 2. The definitions are clear and the structure of the book makes following the arguments relatively easy. The variance approach to social science research is compared to the process approach. The table found on page 36 illustrates the similarities and differences of these two approaches. Simply put, the variance approach to social science research uses explanations that specify the independent variables causing changes in a dependent variable. The process approach presents an explanation that details a story about how a sequence of events unfolds to produce a given outcome. The majority of this chapter is used to demonstrate the need for more research using a process approach to understanding social science issues. The requirement for doing process research included 5 components: (1) Events need to be classified into meaning types on a consistent and valid basis; (2) Sequences of events need to be compared and classified; (3) The dependencies in the temporal sequences need to be established. These can be regularities that suggest that there is some generative mechanism, longitudinal relationships among the events in the sequences, or event-to-event chaining; (4) The final outcome of the process must be known before any statement of formal or final causality can be made; and (5) The coherent pattern that enable others to comprehend all of the data in a single act of understanding is then synthesized and presented. The authors then suggest a typology of four ideal types of social change process models. These four ideal-types are presented in a table that allows for the comparisons of the characteristics of each type. The four ideal-types are: (1) a life cycle model; (2) an evolution model; (3) a dialectic model; and (4) a teleology model. Metaphorically these models are presented, respectively, as being like an organic growth pattern, a competitive survival amongst members of an identified population, the tension-resolved-tension found in the thesis, antithesis, and synthesis processes, and the goal directed cooperation that may have equifinality properties. …

Organizational Change and Innovation Processes: Theory and Methods for Research

Objective Increasing numbers of overweight and obese youth draw attention to the school as an important setting for targeted nutrition interventions, given that it is where they spend a majority of their waking time. The objective of the present study was to explore local-level factors shaping the implementation of a school nutrition policy. Design In-depth, semi-structured interviews were conducted in person or via the telephone (a maximum of 60 min). An interview guide was informed by the Analysis Grid for Environments Linked to Obesity (ANGELO) framework, research objectives and literature. Key themes centred on policy implementation, including facilitators and barriers (i.e. resources, capacity), user satisfaction (i.e. students) and communication strategies. Setting Secondary schools in Ontario, Canada. Subjects Twenty-two participants from local agencies supporting school nutrition programming (n 8) and secondary-school principals, vice principals and teachers (n 14) from nine schools across three Ontario school boards. Results Results are organized according to environments outlined in the ANGELO framework. The cost of healthy food for sale, revenue loss (economic), proximity of schools to off-site food outlets (physical), the restrictive nature of policy, the role of key stakeholders (political), the role of stigma and school culture (sociocultural) act as local-level barriers to policy implementation. Conclusions Gaps in policy implementation include the high cost of food for sale and subsequent revenue generation, the close proximity of internal and external food environments, the need for consultation and communication between stakeholders, and strategies to reduce stigma and improve the school nutrition culture.

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Examining local-level factors shaping school nutrition policy implementation in Ontario, Canada.

Inquiry learning is a pedagogical approach that focuses on the processes and skills required to conduct research. It is a pedagogical approach that has been demonstrated to have positive learning outcomes. McMaster University has been committed to this form of learning for more than ten years in three of the faculties on campus (i.e., Humanities, Science and Social Sciences). This commitment has been in the creation of stand-alone, small class size first year inquiry classes. The current research, involving document analysis of 545 course outlines from the Faculty of Social Sciences demonstrates that inquiry learning is concentrated in first and fourth year primarily with modest amounts in second and third year courses. Results reveal cross-discipline variation. Some disciplines exhibit higher levels of inquiry (i.e., Social Work, Labour Studies and Political Science) than others (i.e., Gerontology, Geography and Anthropology). Although inquiry was more likely to occur in small classes there were examples of inquiry learning in classes with more than 250 students.

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Inquiry Learning: Level, Discipline, Class Size, What Matters?

Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-a-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA. Resume Il existe une recrudescence des inscriptions etudiantes et des demandes d’adaptations educatives en enseignement superieur. Les universites n’ayant pas la capacite de repondre aux besoins d’adaptations croissants, il y a un besoin de recherche dans ce domaine. La nouvelle legislation provinciale de l’Ontario, au Canada, exige que toutes les institutions publiques, y compris les universites, rendent leurs services accessibles aux personnes handicapees. L’objectif de la Loi sur l’accessibilite pour les personnes handicapees de l’Ontario (LAPHO) est de fournir un acces universel aux etudiants en situation de handicap. La presente etude de cas vise a comprendre, a partir des experiences des etudiants, la capacite de la technologie d’enregistrement de cours magistraux a s’aligner avec les principes de Conception universelle de l’apprentissage (CUA). Les donnees ont ete colligees par des methodes de recherche mixtes : 1) un questionnaire en ligne; et 2) des entretiens individuels. La litterature sur l’avancement des connaissances en enseignement et en apprentissage (ACEA) fournit le contexte de cette etude et permet d’explorer la LAPHO et l’accessibilite universelle en regard des technologies d’enregistrement de cours magistraux. Les resultats indiquent que l’enregistrement de cours magistraux peut etre conforme aux principes de la CUA et de la LAPHO.

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Lecture capture: An effective tool for universal instructional design?

Students Approach to Learning and Their Use of Lecture Capture.

OBJECTIVES: We investigated the extent to which a sample of Ontario and Alberta secondary schools are being compliant with their respective provincial nutrition policies, in terms of the food and beverages sold in vending machines. METHODS: This observational study used objective data on drinks and snacks from vending machines, collected over three years of the COMPASS study (2012/2013–2014/2015 school years). Drink (e.g., sugar-containing carbonated/non-carbonated soft drinks, sports drinks, etc.) and snack (e.g., chips, crackers, etc.) data were coded by number of units available, price, and location of vending machine(s) in the school. Univariate and bivariate analyses were undertaken using R version 3.2.3. In order to assess policy compliancy over time, nutritional information of products in vending machines was compared to nutrition standards set out in P/PM 150 in Ontario, and those set out in the Alberta Nutrition Guidelines for Children and Youth (2012) in Alberta. RESULTS: Results reveal a decline over time in the proportion of schools selling sugar-containing carbonated soft drinks (9% in 2012/2013 vs. 3% in 2014/2015), crackers (26% vs. 17%) and cake products (12% vs. 5%) in vending machines, and inconsistent changes in the proportion selling chips (53%, 67% and 65% over the three school years). Conversely, results highlight increases in the proportion of vending machines selling chocolate bars (7% vs. 13%) and cookies (21% vs. 40%) between the 2012/2013 and 2014/2015 school years. CONCLUSION: Nutritional standard policies were not adhered to in the majority of schools with respect to vending machines. There is a need for investment in formal monitoring and evaluation of school policies, and the provision of information and tools to support nutrition policy implementation.

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Michelle M. Vine

Papers

Examining local-level factors shaping school nutrition policy implementation in Ontario, Canada.

Inquiry Learning: Level, Discipline, Class Size, What Matters?

Lecture capture: An effective tool for universal instructional design?

Students Approach to Learning and Their Use of Lecture Capture.

Compliance with school nutrition policies in Ontario and Alberta: An assessment of secondary school vending machine data from the COMPASS study