Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.

/pdf/situated-cognition-and-the-culture-of-learning-3pg6ch1r4f.pdf

Situated Cognition and the Culture of Learning

Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,

CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...

/pdf/knowledge-and-teaching-foundations-of-the-new-reform-1qsl0e2rio.pdf

Knowledge and Teaching: Foundations of the New Reform

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

Undertaking a review of the literature is an important part of any research project. The researcher both maps and assesses the relevant intellectual territory in order to specify a research question which will further develop the knowledge base. However, traditional 'narrative' reviews frequently lack thoroughness, and in many cases are not undertaken as genuine pieces of investigatory science. Consequently they can lack a means for making sense of what the collection of studies is saying. These reviews can be biased by the researcher and often lack rigour. Furthermore, the use of reviews of the available evidence to provide insights and guidance for intervention into operational needs of practitioners and policymakers has largely been of secondary importance. For practitioners, making sense of a mass of often-contradictory evidence has become progressively harder. The quality of evidence underpinning decision-making and action has been questioned, for inadequate or incomplete evidence seriously impedes policy formulation and implementation. In exploring ways in which evidence-informed management reviews might be achieved, the authors evaluate the process of systematic review used in the medical sciences. Over the last fifteen years, medical science has attempted to improve the review process by synthesizing research in a systematic, transparent, and reproducible manner with the twin aims of enhancing the knowledge base and informing policymaking and practice. This paper evaluates the extent to which the process of systematic review can be applied to the management field in order to produce a reliable knowledge stock and enhanced practice by developing context-sensitive research. The paper highlights the challenges in developing an appropriate methodology.

Towards a Methodology for Developing Evidence-Informed Management Knowledge by Means of Systematic Review

1.Educational Psychology: A Foundation for Teaching. What Makes a Good Teacher? What Is the Role of Research in Educational Psychology? What Research Methods Are Used in Educational Psychology? 2.Theories of Development. What Are Some Views of Human Development? How Did Piaget View Cognitive Development? How Is Piagets Work Viewed Today? How Did Vygotsky View Cognitive Development? How Did Erickson View Personal and Social Development? What Are Some Theories of Moral Development? 3.Development During Childhood and Adolescence. How Do Children Develop During the Preschool Years? What Kinds of Early Childhood Education Programs Exist? How Do Children Develop During the Elementary Years? How Do Children Develop During the Middle School and High School Years? 4.Student Diversity. What Is the Impact of Culture on Teaching and Learning? How Does Socioeconomic Status Affect Student Achievement? How Do Ethnicity and Race Affect Students School Experiences? How Do Language Differences Affect Student Achievement? What Is Multicultural Education? How Do Gender and Gender Bias Affect Students School Experiences? How Do Students Differ in Intelligence and Learning Styles? 5.Behavioral Theories of Learning. What Is Learning? What Behavioral Learning Theories Have Evolved? What Are Some Principles of Behavioral Learning? How Has Social Learning Theory Contributed to Our Understanding of Human Learning? 6.Cognitive Theories of Learning: Basic Concepts. What Is an Information-Processing Model? What Causes People to Remember or Forget? How Can Memory Strategies Be Taught? What Makes Information Meaningful? How Do Metacognitive Skills Help Students Learn? What Study Strategies Help Students Learn? How Do Cognitive Teaching Strategies Help Students Learn? 7.The Effective Lesson. What Is Direct Instruction? How Is a Direct Instruction Lesson Taught? What Does Research on Direct Instruction Methods Suggest? How Do Students Learn and Transfer Concepts? How Are Discussions Used in Instruction? 8.Student-Centered and Constructivist Approaches to Instruction. What Is the Constructivist View of Learning? How Is Cooperative Learning Used in Instruction? How Are Problem-Solving and Thinking Skills Taught? 9.Accommodating Instruction to Meet Individual Needs. What Are Elements of Effective Instruction beyond a Good Lesson? How Are Students Grouped to Accommodate Achievement Differences? What Is Mastery Learning? What Are Some Ways of Individualizing Instruction? What Educational Programs Exist for Students Placed at Risk? 10.Motivating Students to Learn. What Is Motivation? What Are Some Theories of Motivation? How Can Achievement Motivation Be Enhanced? How Can Teachers Increase Students Motivation to Learn? How Can Teachers Reward Performance, Effort, and Improvement? 11.Effective Learning Environments. What Is an Effective Learning Environment? What Is the Impact of Time on Learning? What Practices Contribute to Effective Classroom Management? What Are Some Strategies for Managing Routine Misbehavior? How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Can Serious Behavior Problems Be Prevented? 12.Learners with Exceptionalities. What Are Learners with Exceptionalities? What Is Special Education? What Are Mainstreaming and Inclusion? 13.Assessing Student Learning. What Are Instructional Objectives and How Are They Used? Why Is Evaluation Important? How Is Student Learning Evaluated? How Are Tests Constructed? What Are Portfolio and Performance Assessments? 14.Standardized Tests and Grades. What Are Standardized Tests and How Are They Used? What Types of Standardized Tests Are Given? How Are Standardized Tests Interpreted? What Are Some Issues Concerning Standardized and Classroom Testing? How Are Grades Determined? References. Name Index. Subject Index.

Educational Psychology: Theory and Practice

http://socialfamily535.pbworks.com/f/slavin1996%5B1%5D.pdf

Research on cooperative learning and achievement: What we know, what we need to know.

At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th century is now beginning to affect educational policy. This article discusses the promise and pitfalls of randomized and rigorously matched experiments as a basis for policy and practice in education. It concludes that a focus on rigorous experiments evaluating replicable programs and practices is essential to build confidence in educational research among policymakers and educators. However, new funding is needed for such experiments and there is still a need for correlational, descriptive, and other disciplined inquiry in education. Our children deserve the best educational programs, based on the most rigorous evidence we can provide.

Evidence-Based Education Policies: Transforming Educational Practice and Research

This article reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique—best-evidence synthesis—combines features of meta-analytic and narrative reviews. Overall, evidence does not support assignment of students to self-contained classes according to ability (median effect size [ES] = .00), but grouping plans involving cross-grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only (median ES = +.45). Within-class ability grouping in mathematics is also found to be instructionally effective (median ES = +.34). Analysis of effects of alternative grouping methods suggests that ability grouping is maximally effective when done for only one or two subjects, with students remaining in heterogeneous classes most of the day; when it greatly reduces student heterogeneity in a specific skill; when group assignments are...

Robert E. Slavin

Papers

Educational Psychology: Theory and Practice

Research on cooperative learning and achievement: What we know, what we need to know.

Evidence-Based Education Policies: Transforming Educational Practice and Research

Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis

Synthesis of Research of Cooperative Learning.