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

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

The Study of Man. By Michael Polanyi. Price, $1.75. Pp. 102. University of Chicago Press, 5750 Ellis Ave., Chicago 37, 1959. One subtitle to Polanyi's challenging and fascinating book might be The Evolution and Natural History of Error , for Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline. According to Polanyi not only is this a radical and important error, but it is harmful to the objectives of science itself. Another subtitle could be Farewell to Detachment , for in place of cold objectivity he develops the idea that science is necessarily intensely personal. It is a human endeavor and human point of view which cannot be divorced from nor uprooted out of the human matrix from which it arises and in which it works. For a good while

Personal Knowledge: Towards a Post-Critical Philosophy

http://library.um.ac.id/free-contents/downloadpdf.php/buku/focus-groups-as-qualitative-research-by-morgan-david-l-11476.pdf

Focus groups as qualitative research / by Morgan, David L.

Over twenty years have passed since Nelson and Winter put the concept of routines firmly at the center of the analysis of organizational and economic change. A growing number of researchers have followed their example since. However, researchers have not always had the same idea of what routines are and what effect they have on organizations. Over time, this has left the literature on routines riddled with ambiguities. For researchers who want to apply the concept of routines in their research, it is not easy to get an overview of the current thinking about routines and their effects. This article offers a systematic review of the literature that has contributed to the theoretical development of the concept of routines, and of the empirical literature that has applied the concept of routines.

Organizational routines: a review of the literature

This study investigated the effects of a two-phase cognitive strategy on algebra problem solving of adolescents with learning disabilities. The strategy was designed to enable students to represent...

https://www.jstor.org/stable/pdfplus/1511158.pdf

Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities

Introduction In Canada there has been considerable change over the past three decades in early childhood intervention, care and education delivery approaches for young children with disabilities (Crawford, 2005; Irwin, Lero, & Brophy, 2004; Villeneuve, 2011). Young children with developmental delays and disabilities (DD) now frequently attend inclusive early childhood education (ECE) programs and inclusive schools; they are most often educated alongside their non-disabled peers in all contexts (Frankel & Underwood, 2011; Hutchinson & Martin, 2012). Inclusive education aims to support cognitive, physical, and social dimensions of healthy development and has been accepted as best practice for children with disabilities since the 1980's (Koster, Nakken, Pijl, & vanHouten, 2009; Irwin, Lero, & Brophy, 2004; Lupart, 1998). Inclusion is predicated on the belief that all children and families have a right to services within typical environments, is supported by international conventions, provincial legislation and local policies, is guided by sensitivity to the diverse cultural and linguistic priorities of families, and is developmentally based on the unique needs of the child (Frankel, Gold & AjodhiaAndrews, 2010). However, for many families, inclusion of children with DD in regular education brings both successes and challenges (Dionne & Rosseau, 2006; Hutchinson & Martin, 2012). One of the challenges is in assuring that the individual developmental, educational, health and social interventions required by the child and family are incorporated into the inclusive experience. Since the 1990's there has been growing recognition of the importance of providing professional services and supports in early childhood education for young children with special needs to facilitate the transition to kindergarten (Conn-Powers, Ross-Allen, & Holburn, 1990; Odom, Buysse, & Soukakou, 2011) and recognition that such collaboration facilitates inclusion in regular education programming and classroom routines (Cook & Friend, 1991; Villeneuve & Hutchinson, 2012). Although research recognizes the importance of cross-sector and interprofessional collaboration among healthcare providers, educators and families, limited research has investigated parent experiences of collaboration across the healthcare and education contexts during the transition to school. Research has documented that parental involvement and satisfaction, and the nature of collaborative work among professionals are often different in early childhood service contexts than they are in elementary school classrooms (Dunst, 2002; Rous, Teeters Myers, & Buras Stricklin, 2007; Therrien, 2008). For example, ECE educators and healthcare professionals, including occupational therapists and speech and language pathologists, tend to play a large role in the services received by children with DD during the preschool years. In contrast, classroom teachers, special educators, and educational assistants play a major role following the transition to school while children with DD and their families tend to have decreasing contact with healthcare professionals (Rous et al., 2007). Successful transitions, that ensure inclusion for these children, require collaboration, not only among the many professionals working with the child and family, but also between these professionals and the family. Purpose This research was conducted by HELPS Inc, a project designed to describe Health, Education, and Learning Partnerships that promote Social Inclusion of young children with DD as they transition from early childhood service contexts into school. HELPS Inc involves a team of Canadian researchers, who represent many disciplines, including early intervention, ECE, education, occupational therapy, psychology, and medicine in three provinces. HELPS Inc committed to advancing our understanding of how parental participation and interprofessional collaboration contribute to effective transitions and successful inclusion of children with DD. …

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The experience of parents as their children with developmental disabilities transition from early intervention to kindergarten

Increasingly classroom teachers are expected to create inclusive classrooms and make adaptations for exceptional learners. A field-based course in a teacher education program with an extended early practicum undertook to foster the beliefs and practices of preservice teachers about adapting teaching for exceptional learners. The teacher candidates discussed dilemma cases in communities of practice, on-campus and in schools. We analyzed dilemma cases written by 28 elementary teacher candidates about their experiences with inclusion. Themes included maintaining a critical stance, questioning one's own assumptions, and recognizing unresolved ambiguities. We also analyzed the adaptations as well as the content of written peer responses to the cases. Most of the cases were dilemmas and the peer responses showed challenging and supportive dialogue among the members of the school-based communities. The cases demonstrated beliefs and practices regarding inclusion and suggest that using case approaches within comm...

Fostering Inclusive Beliefs and Practices during Preservice Teacher Education through Communities of Practice.

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work.

/pdf/workplace-learning-and-the-metacognitive-functions-of-4i88ast6lj.pdf

Workplace learning and the metacognitive functions of routines

Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.

Nancy L. Hutchinson

Papers

Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities

The experience of parents as their children with developmental disabilities transition from early intervention to kindergarten

Fostering Inclusive Beliefs and Practices during Preservice Teacher Education through Communities of Practice.

Workplace learning and the metacognitive functions of routines

Negotiating accommodations so that work-based education facilitates career development for youth with disabilities