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?

New York City represents a microcosm of the changes that are shaking the very foundations of teacher education in this country. In their efforts to find teachers for hard-to-staff schools by creating multiple pathways into teaching, districts from New York City to Los Angeles are in the midst of what amounts to a national experiment in how best to recruit, prepare, and retain teachers. This article provides an overview of a research project that examines features of these different pathways into teaching in New York City schools and the impact of these features on where teachers teach, how long they remain in the classroom, and student achievement in reading and math as measured by value-added analyses. The article provides both a conceptual framework for the study and a discussion of some of the methodological challenges involved in such research, including problems of selection bias, difficulties in documenting programmatic features, and challenges of estimating teacher effects on student achievement.

https://cepa.stanford.edu/sites/default/files/complex_by_design.pdf

Complex by Design: Investigating Pathways into Teaching in New York City Schools.

into that world; part of the role of professional education is to help novices craft these professional identities. During the transitional time represented by professional educa tion, students negotiate their images of themselves as professionals with the images reflected to them by their programs. This process of negotiation can be fraught with difficulty, especially when these images conflict (Britzman, 1990; Cole & Knowles, 1993). As they adapt to new roles, novices must also learn to negotiate their personal identity with the professional role, even as they navigate among the different images of professional identity offered by their programs and practitioners in the field. In this article we draw on the work of Hazel Markus and others on the development of possible selves to investigate the opportunities novices have to encounter, try out, and evaluate possible selves in the process of constructing professional identities. We use data from a study of the f w ■ preparation of teachers, clergy, and clinical psycholo att ew onje t is gists to illustrate the relationship of possible selves and

/pdf/becoming-a-professional-experimenting-with-possible-selves-bpqmbhvg47.pdf

Becoming a Professional: Experimenting with Possible Selves in Professional Preparation

[FIGURE 1 OMITTED] At first glance, the video tape of one day in Yvonne Hutchinson's classroom showed work that was effortless. Hutchinson calmly moved around among the ninth-grade students while they went over their homework and discussed their reading of A Call to Assembly, an autobiography of the jazz musician and professor Willie Ruff. There was some commotion in the classroom as Hutchinson organized a group discussion, but soon the students began talking, calling on one another, responding to one another, referring to the text they were reading, and making connections to their own lives. Hutchinson casually interjected a comment or a question here or there, but for the most part, the students seemed to be talking about the book among themselves. From the perspective of the preservice teachers from the Stanford Teacher Education Program who were watching the video, Hutchinson's classroom provided a vision of the possible--an image of what a group discussion could look like. In some ways, however, the video also provided a vision of the impossible: How could these preservice teachers, many of whom had never seen or led a group discussion in their own teaching placements, produce or even approximate the teaching moves that Yvonne Hutchinson had cultivated over a career of more than 30 years? For teacher educators and the novice teachers they seek to support, these kinds of representations of teaching provide a dual challenge: These viewers need to be able to see what is there and to see what is not; they need to be able to analyze the many elements of teaching and learning that are captured in video and other media, but they also need to have a sense of what those representations fail to capture---crucial details that might be obscured, larger contexts in which work may be situated, overarching purposes, histories, and long-term relationships invisible in daily interactions (Ball & Lampert, 1999). Part of this challenge involves the difficulty of analyzing the highly complex practice of leading a rich discussion. Leading a classroom discussion involves multiple components, including establishing norms for participation, assisting students in engaging in careful readings of text ahead of time, and modeling features of academic discourse. In other work, Grossman and her colleagues (Grossman et. al., 2009) refer to this as the "decomposition" of practice--breaking down complex practice into its constituent parts for the purposes of teaching and learning. If decomposing practice enables novices to "see" and supports them in enacting practice, how can multimedia records of practice illustrate both the fluid performance and the individual parts that contribute to such fluidity without making teaching seem rote or simplistic? [FIGURE 2 OMITTED] This challenge--to make teaching accessible for analysis while still capturing its complexity--serves as the focus of a digital exhibition that brings together four Web sites that represent teaching using group discussions in four different ways and contexts (A list of Web sites referred to is included at the end of this article). This overview of the exhibition describes the background of the work on these Web sites, the conceptual framework that guides the development of the Web sites and this digital exhibition, and a discussion of the exhibition and the implications for the development and exchange of these kinds of multimedia representations of teaching, and their use in teacher education, in the future. Background This exhibition grows out of work begun at the Carnegie Foundation for the Advancement of Teaching, where Hutchinson was a member of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). (1) CASTL provided fellowships to faculty in both K-12 and higher education who had been nominated for both their excellence in teaching and their involvement in efforts to study and document their practice. …

Learning to Look beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning from the Practice of Teaching)

In the company of colleagues: An interim report on the development of a community of teacher learners

This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors a...

Pam Grossman

Papers

Complex by Design: Investigating Pathways into Teaching in New York City Schools.

Becoming a Professional: Experimenting with Possible Selves in Professional Preparation

Learning to Look beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning from the Practice of Teaching)

In the company of colleagues: An interim report on the development of a community of teacher learners

District Policy and Beginning Teachers: A Lens on Teacher Learning