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.*

How to ... be a reflective practitioner.

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment functions within online and blended learning. This article provides a systematic qualitative review of the research literature on online formative assessment in higher education. As an integrative narrative review, the method applied in this review entailed systematic searching, reviewing, and writing this review of the literature to bring together key themes and findings of research in this field. The authors applied qualitative thematic criteria in selecting and reviewing the available literature from which they focused on identifying and analyzing the core themes that are central to the concept of formative assessment with a key focus on application of formative assessment within blended and online contexts. Various techniques were identified for formative assessment by the individual, peers and the teacher, many of which were linked with online tools such as self-test quiz tools, discussion forums and e-portfolios. The benefits identified include improvement of learner engagement and centrality in the process as key actors, including the development of a learning community. The key findings are that effective online formative assessment can foster a learner and assessment centered focus through formative feedback and enhanced learner engagement with valuable learning experiences. Ongoing authentic assessment activities and interactive formative feedback were identified as important characteristics that can address threats to validity and reliability within the context of online formative assessment.

Online formative assessment in higher education: A review of the literature

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including "powerful knowledge" as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its "powerful knowledge". Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.

/pdf/computer-science-in-k-12-school-curricula-of-the-2lst-2es0gtagoc.pdf

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

As a result of the growth of virtual schools across the United States, K–12 school courses and diplomas are increasingly offered, either completely or partly, at a distance. In light of this increase, it is apparent that there will be demand for teachers who are prepared to teach from a distance and a complementary need for local counselors. The U.S. Department of Education agreed that the creation of a model for incorporating virtual schooling in preservice teacher education programs accompanied by appropriate assessment of the effect for a range of competencies would be a significant innovation. This article describes the planned model led by Iowa State University and the evaluation designed to establish its effectiveness, including dissemination through a national community of practice. For example, evaluation of the competence of counselors, who will be prepared to mentor K–12 students learning from a distant teacher, moves from a formative approach into scientifically-based research with expe...

https://files.eric.ed.gov/fulltext/EJ690980.pdf

Preparing Teachers for the "Schools that Technology Built": Evaluation of a Program to Train Teachers for Virtual Schooling

The Technology Collaboratives (TechCo) for Simultaneous Renewal in Teacher Education project, based in John Goodlad’s theory of simultaneous renewal (1994), is described. The project is a systemic approach to using technology to help facilitate renewal in both teacher education and K-12 schools. Project features include cohort groups of students with laptop computers, faculty development programs, teacher development programs for collaborating schools, and curriculum development in both teacher education and K-6 partner schools. Evaluation for the project uses a descriptive approach that includes a model developed for the project to better evaluate the systemic change goals of the project. Evaluation results suggest changing attitudes and capabilities of preservice teachers, major course changes from faculty, plus the strength of the mentoring model for faculty and teacher development. The project is beginning to demonstrate simultaneous renewal of teacher education and four K-6 schools.

Technology Collaboratives for Simultaneous Renewal in Teacher Education.

Chapter One: Introduction Part One: IT as a Learning Tool: The Potential and the Teacher's Role Chapter Two: Can quality in learning be enhanced through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget Somekh, Chris Taylor and Gay Vaughan Chapter Three: Children writing words and building thoughts: does the word processor really help? John Jessel Chapter Four: Number education for very young children: can IT change the nature of early years mathematics education? Gay Vaughan Chapter Five: Do electronic data bases enable children to engage in information processing? Helen M. Smith Chapter Six: Does data logging change the nature of children's thinking in experimental work in Science? Roy Barton Chapter Seven: Can design software make a useful contribution to the art curriculum? John McGowan Chapter Eight: Children exploring the Queen's House in hypertext: has the hype any educational potential? John Jessel and Vicky Hurst Part Two: Learning to use IT as a Teaching Tool: Strategies for Teaching Training Chapter Nine: Computers and the teacher's role. Peter Scrimshaw Chapter Ten: Classroom investigations: exploring and evaluating how IT can support learning. Bridget Somekh Chapter Eleven: Using IT in classrooms: experienced teachers and students as co-learners. Colin Biott & Malcolm Bell Chapter Twelve: Getting teachers started with IT and transferable skills. Bridget Somekh & Niki Davis Chapter Thirteen: Partnership in initial teacher education. Graham Bryne Hill Chapter Fourteen: Do electronic communications offer a new learning opportunity in classrooms? Niki Davis Part Three: The Management of IT Development in Educational Institutions Chapter Fifteen: IT and the politics of institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney Chapter Sixteen: Managing change in educational institutions: reflections on the effects of quality audit and a staff development project. Rod Coveney Chapter Seventeen: Organising the use of IT in educational institutions Chris Taylor Chapter Eighteen: Managing curriculum development: using school teacher appraisal to find the means. Jon Pratt Chapter Nineteen: Strategies for staff and institutional development for IT in education: an integrated approach. Niki Davis

Niki Davis

Papers

Online formative assessment in higher education: A review of the literature

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

Preparing Teachers for the "Schools that Technology Built": Evaluation of a Program to Train Teachers for Virtual Schooling

Technology Collaboratives for Simultaneous Renewal in Teacher Education.

Using Information Technology effectively in teaching and learning : studies in pre-service and in-service teacher education