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

The power of feedback.

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

Qualitative Interviewing: The Art of Hearing Data

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

This paper examines and reports on beginning generalist teacher self-efficacy, which Bandura (1997) suggests plays an important part in student outcomes In 2008, 201 beginning generalist teachers throughout the state of Queensland, Australia, participated in a study that aimed to provide a snapshot of current perceptions towards support in schools for the arts Beginning teachers were asked to rank their school support for a number of different subjects in the school curriculum and provide written justification for these rankings Results suggest that beginning teachers perceived a general lack of support for the teaching of the arts in their classroom, compared to English and maths They reported that schools provided greater financial support, assistance and professional development for the teaching of literacy and numeracy with a view to increase school performance in national testing Findings provide key insights for school administrators and policy makers for the adequate delivery of arts education in Queensland schools, particularly when this task falls to generalist teachers with little or no subject expertise in the arts

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Supporting Novice Teachers of the Arts.

Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.

Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review:

/pdf/the-relationship-between-teacher-qualification-and-the-1dy0ykvex8.pdf

The relationship between teacher qualification and the quality of the early childhood education and care environment

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will so...

Pre-service teacher self-efficacy in digital technology

The arts are an important compulsory subject area in Australian schooling. In 2014, the Australian National Curriculum for the arts is scheduled for implementation. While the arts may be a compulsory subject area and expected to be taught in classrooms by primary school teachers, current perceptions held by teachers may be different to the view held in the Australian National Curriculum. This paper explores the views of pre-service teachers, who will be future primary school teachers. Through the use of a survey, data was collected from two Australian universities to develop an understanding of what pre-service teachers think about the role of the arts in a primary school. Data was analysed using descriptive statistics. Findings provide perceptions about the role of artists in schools, visiting arts galleries, current arts engagement in their own lives and confidence levels to teach the arts. Suggestions are provided for teacher education providers, curriculum developers and policy advisors about ways to support and enhance positive perceptions of arts in primary schools throughout Australia.

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Susanne Garvis

Papers

Supporting Novice Teachers of the Arts.

Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review:

The relationship between teacher qualification and the quality of the early childhood education and care environment

Pre-service teacher self-efficacy in digital technology

What Is the Role of the Arts in a Primary School?: An Investigation of Perceptions of Pre-Service Teachers in Australia.