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

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

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.

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

The issue of “scale” is a key challenge for school reform, yet it remains undertheorized in the literature. Definitions of scale have traditionally restricted its scope, focusing on the expanding number of schools reached by a reform. Such definitions mask the complex challenges of reaching out broadly while simultaneously cultivating the depth of change necessary to support and sustain consequential change. This article draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a more multidimensional conceptualization. I develop a conception of scale that has four interrelated dimensions: depth, sustainability, spread, and shift in reform ownership. I then suggest implications of this conceptualization for reform strategy and research design.

http://txccrn.uh.edu/events/thecb-cssp-2014/Coburn_Rethinking%20Scale_2003_Berkeley.pdf

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

A particularly controversial aspect of teacher preparation is the increasing number of teacher preparation programs that emphasize “social justice” as part of the curriculum. This article examines how students in a program with a social justice agenda understood the concept and how their understandings played out in practice. Using interviews and observations, we show that teacher candidates focused on ensuring pupils’ learning rather than merely boosting their self‐esteem or spreading political ideologies, as critics of the social justice agenda suggest. In classrooms, candidates concentrated on teaching content and skills but also had a critical perspective, built on pupils’ cultural resources, and attempted to reach every pupil. We argue that teaching for social justice, or what we title “good and just teaching,” reflects an essential purpose of teaching in a democratic society in which the teacher is an advocate for students whose work supports larger efforts for social change.

https://www.jstor.org/stable/10.1086/597493

Good and Just Teaching: The Case for Social Justice in Teacher Education

The Coalition of Essential Schools was an organization of schools formed in 1984 by Theodore R. Sizer, in an attempt to change the structure, curriculum, pedagogy and power relations within schools. This text charts the course of reform at eight charter member schools, from an ethnographic view.

Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers’ and students’ work. Based on within- and cross-case analysis of 15 cases at four distinct time points within a 5-year period, the authors identified multiple patterns of teaching practice linked to early career decisions, which reflect considerable variation in quality of teaching and career trajectory. The authors argue that “stayers” and “leavers” are not homogeneous groups, as is often assumed in research and policy. Rather, there are multiple variations of practice coupled with career decisions, some desirable and others not, with different implications for policy and practice.

/pdf/a-longitudinal-study-of-teaching-practice-and-early-career-5dg9iew58m.pdf

A Longitudinal Study of Teaching Practice and Early Career Decisions A Cautionary Tale

Educational Opportunity in an Urban American High School: A Cultural Analysis

Although U.S. schools typically express commitment to preparing students for the responsibilities of democratic citizenship, most American youth are socialized for adult civic life by an institution that defines them as passive and subordinate and treats them in ways that are anything but democratic. In contrast to such counterproductive practices, the author offers a comparative analysis of two schools’ efforts at student empowerment. He first outlines why schools should help empower students and then proposes a conception of student empowerment founded on three dimensions: the academic, political, and social. To explore the “possibilities and pitfalls” of empowerment in practice, the author presents case studies of two schools’ student empowerment efforts. Each examines how the schools sought to help empower students, what power students gained, and how students and faculty responded to these efforts. Drawing on insights derived from these studies, he discusses some practical implications for schools ho...

Patrick J. McQuillan

Papers

Good and Just Teaching: The Case for Social Justice in Teacher Education

Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

A Longitudinal Study of Teaching Practice and Early Career Decisions A Cautionary Tale

Educational Opportunity in an Urban American High School: A Cultural Analysis

Possibilities and Pitfalls: A Comparative Analysis of Student Empowerment