자연주의적 탐구조사(Naturalistic Inquiry)

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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

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.

This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...

https://harringtonmath.com/wp-content/uploads/2013/11/Content-knowledge-for-teachers.pdf

Content Knowledge for Teaching: What Makes It Special?

Making Subject Matter Part of the Equation: The Intersection of Policy and Content. An Occasional Paper. Document O-04-1.

Curriculum Materials: Scaffolds for New Teacher Learning? A Research Report. Document R-04-1.

Learning to facilitate discussions: Collaborations in practice-based teacher education

School districts often struggle to recruit and retain effective math teachers Alternative-route certification programs aim to expand the pool of teachers available; however, many alternate routes have not been able to attract large numbers of teacher candidates with undergraduate degrees in math In response, some districts, including Baltimore, Philadelphia, Washington DC, and New York City, have developed alternative programs with a math immersion component to recruit candidates who do not have undergraduate majors in math Such programs provide potential math teachers with intensive math preparation to meet state certification requirements while, at the same time maintaining an early-entry approach in which individuals who have not completed a teacher preparation program can become qualified to teach with only five to seven weeks of coursework and practice teaching Four years since its inception, the New York City Teacher Fellows Math Immersion program supplies 50 percent of all new certified math teachers to New York City public schools In this study, we find that Math Immersion teachers have stronger academic qualifications than their College Recommending (traditionally certified) peers, although they have weaker qualifications than Teach for America teachers However, despite stronger general academic qualifications Math Immersion teachers produce somewhat smaller gains in math achievement for middle school math students than do College Recommending teachers and substantially smaller gains than do Teach for America teachers

Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City

We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of the teaching workforce. Results indicate that in some instances the new routes provide teachers with higher student achievement gains than temporary license teachers, though more typically there is no difference. When compared to teachers who completed a university-based teacher education program, teachers with reduced course work prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.

Pam Grossman

Papers

Making Subject Matter Part of the Equation: The Intersection of Policy and Content. An Occasional Paper. Document O-04-1.

Curriculum Materials: Scaffolds for New Teacher Learning? A Research Report. Document R-04-1.

Learning to facilitate discussions: Collaborations in practice-based teacher education

Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City

How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement