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?

ne of the most significant changes in the teaching profession over the past two decades has been the rapid growth of alternative routes into teaching. Such routes typically enable individuals with a bachelor’s degree to begin teaching as the teacher of record before completing all the coursework required for full certification. Although alternative pathways to a teaching career were rare in the 1980s, 49 U.S. states now allow some form of alternative certification (Feistritzer, 2008). The prevalence of such routes differs dramatically by state. In some states, such as California and New Jersey, alternative routes are not so alternative anymore; roughly 40 percent of New Jersey teachers enter the classroom through alternative routes (Grossman & Loeb, 2008). However, in states such as Vermont, Washington, Alaska, and North Dakota, relatively few alternative pathways exist. The prevalence of alternative routes also varies by district. In some large urban districts, including New York City; Oakland, California; Washington D.C.; and Chicago, Illinois, several different alternative programs provide a significant number of teachers for city schools. For example, from 2000 to 2004, the number of teachers in New York City entering from alternative certification grew from essentially zero to more than 2,800, largely replacing the emergency certified teachers, whose numbers dropped from 3,886 to 607 (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2006). Even more striking, the majority of math teachers in New York City now enter the classroom through the New York City (NYC) Teaching Fellows program. However, in the more affluent Scarsdale school district, just 14 miles from the Bronx, relatively few teachers enter through these routes. The current proliferation of pathways, which reflects the increasing demand for teachers, is not limited to the United States. Other countries, including the Netherlands

/pdf/learning-from-multiple-routes-the-variation-in-teacher-74ln0en98p.pdf

Learning from multiple routes: The variation in teacher preparation pathways can propel our understanding of how best to prepare teachers

The use of value-added models in education research has expanded rapidly. These models allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. An important question is whether such effects are sufficiently large to achieve various policy goals. For example, would hiring teachers having stronger academic backgrounds sufficiently increase test scores for traditionally low-performing students to warrant the increased cost of doing so? Judging whether a change in student achievement is important requires some meaningful point of reference. In certain cases a grade-equivalence scale or some other intuitive and policy relevant metric of educational achievement can be used. However, this is not the case with item response theory (IRT) scale-score measures common to the tests usually employed in value-added analyses. In such cases, researchers typically describe the impacts of various interventions in terms of effect sizes, although conveying the intuition of such a measure to policymakers often is a challenge. The effect size of an independent variable is measured as the estimated effect of a one standard deviation change in the variable divided by the standard deviation of test scores in the relevant population of students. Intuitively, an effect size represents the magnitude of change in a variable of interest, e.g., student achievement, resulting from a one standard deviation, or rather large, change in another variable, e.g., class-size. Effect size estimates derived from value-added models employing administrative databases typically are quite small. For example, in several recent papers the average effect size of being in the second year of teaching relative to the first year, other things equal, is about 0.04 standard deviations for math achievement and 0.025 standard deviations for reading achievement, with variation no more than 0.02. Additional research examines the effect sizes of a variety of other teacher attributes: alternative certification compared to traditional certification (Boyd et al. 2006; Kane et al. in press); passing state certification exams As one example, consider results from a recent paper analyzing how various attributes of teachers affect the test-score gains of their students (Boyd et al. 2008). Parameter estimates reflecting the effects of a subset of the teacher attributes included in the analysis are shown in the first column of table 1. These estimated effects, measured relative to the standard deviation of observed student achievement scores, indicate that none of the estimated effect sizes are large by standards often employed …

/pdf/overview-of-measuring-effect-sizes-the-effect-of-measurement-in0ow4lt7t.pdf

Overview of Measuring Effect Sizes: The Effect of Measurement Error. Brief 2.

Learning From the Practice of Veteran and Novice Teachers: A Digital Exhibition

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 D.C., 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. NBER Working Paper No. 16017.

Previous efforts to strengthen the teaching profession have aimed to copy the ways in which law, medicine, and architecture achieved that status — for example, by carving out decision-making autono...

Pam Grossman

Papers

Learning from multiple routes: The variation in teacher preparation pathways can propel our understanding of how best to prepare teachers

Overview of Measuring Effect Sizes: The Effect of Measurement Error. Brief 2.

Learning From the Practice of Veteran and Novice Teachers: A Digital Exhibition

Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City. NBER Working Paper No. 16017.

Making the Complex Work of Teaching Visible