자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

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

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Qualitative research for education: An introduction to theories and methods

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Many educational policy initiatives use instructional coaching to accomplish their goals. Yet we know little about the role of reading coaches in mediating the relationship between policy and teachers’ classroom practice. In this article, we investigate the role of reading coaches in mediating the relationship between Reading First policy and teachers’ classroom practice. We conducted an in-depth, longitudinal case study of one urban elementary school in Massachusetts, starting the year before the onset of Reading First and continuing through the first year of its implementation. In our analysis, we focus on seven first- and second-grade teachers, two coaches, and two school administrators. We argue that, although reading coaches were only one of multiple sources from which teachers learned about Reading First policy, teachers were much more likely to make substantial changes in their classroom practice when they learned about the policy message from a coach than from other sources. Coaches influenced teachers by helping them to learn new approaches and to integrate them into their classroom. But, they also did so by pressuring teachers, shaping how they saw and understood Reading First, and by counseling them on which aspects of the policy to focus on and which aspects to ignore. Thus, we present a vision of coaching that goes much beyond its educational roles, to highlight the political roles of the coach as well. We close by drawing implications for research on coaching, policy implementation, and practice.

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Reading Coaches and the Relationship Between Policy and Practice

Despite major changes to teacher evaluation since 2009, scant research examines how principals enact these policies. Drawing on qualitative interviews with 44 principals in 13 Connecticut districts...

From Tinkering to Going "Rogue": How Principals Use Agency When Enacting New Teacher Evaluation Systems.

Instructional coaching has emerged as a prevalent and much-lauded instrument for capacity building. This essay argues that coaching can be aligned with teacher evaluation systems to work toward the...

Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era:

Purpose: Educator evaluation systems have recently undergone scrutiny and reform, and district and school leaders play a key role in interpreting and enacting these systems. This article uses frami...

District Leaders' Framing of Educator Evaluation Policy.

Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students of color and English Learners. Drawing on critical policy studies and political science, we analyze its behavior amid a high-stakes accountability environment, its reasons for adopting certain reforms, and the consequences for instruction. We use qualitative comparative analysis to show how policy forces shaped reforms and content in its schools, but not pedagogy specific to students of color or English Learners. We discuss the implications for the research on intermediaries and the democratic control of public education.

Sarah L. Woulfin

Papers

Reading Coaches and the Relationship Between Policy and Practice

From Tinkering to Going "Rogue": How Principals Use Agency When Enacting New Teacher Evaluation Systems.

Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era:

District Leaders' Framing of Educator Evaluation Policy.

Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices