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

A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.

https://blog.sciencegeekgirl.com/wp-content/uploads/2012/05/pintrich-motivation-review.pdf

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old (N = 80). Child EF was assessed at 18 and 26 months. All three parenting dimensions were found to relate to child EF. Autonomy support was the strongest predictor of EF at each age, independent of general cognitive ability and maternal education. These findings add to previous results on child stress-response systems in suggesting that parent–child relationships may play an important role in children’s developing self-regulatory capacities.

From External Regulation to Self‐Regulation: Early Parenting Precursors of Young Children’s Executive Functioning

Socioeconomic status (SES) influences brain development. Farah and colleagues discuss evidence that prenatal factors, parent–child interactions and cognitive stimulation mediate this effect, and consider implications for alleviating SES-related disparities in mental health and academic achievement. Human brain development occurs within a socioeconomic context and childhood socioeconomic status (SES) influences neural development — particularly of the systems that subserve language and executive function. Research in humans and in animal models has implicated prenatal factors, parent–child interactions and cognitive stimulation in the home environment in the effects of SES on neural development. These findings provide a unique opportunity for understanding how environmental factors can lead to individual differences in brain development, and for improving the programmes and policies that are designed to alleviate SES-related disparities in mental health and academic achievement.

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Socioeconomic status and the brain: mechanistic insights from human and animal research

Variations in phenotype reflect the influence of environmental conditions during development on cellular functions, including that of the genome. The recent integration of epigenetics into developmental psychobiology illustrates the processes by which environmental conditions in early life structurally alter DNA, providing a physical basis for the influence of the perinatal environmental signals on phenotype over the life of the individual. This review focuses on the enduring effects of naturally occurring variations in maternal care on gene expression and phenotype to provide an example of environmentally driven plasticity at the level of the DNA, revealing the interdependence of gene and environmental in the regulation of phenotype.

Epigenetics and the biological definition of gene x environment interactions.

This study examined the effects of contextual and individual differences on mothers' autonomy support versus control on homeworklike tasks. Sixty mothers and their third-grade children worked on map and poem tasks, with mothers in either an ego-involving (high pressure) or a non-ego-involving (low pressure) condition. Later, children worked on similar tasks themselves. Mothers in the high-pressure condition were more controlling on the poem task. For the map task, mothers who came in with controlling styles and received the high-pressure manipulation were most controlling. Children whose mothers interacted in a more controlling manner wrote less creative poems when alone. Results suggest the importance of context, children's competence levels, and mothers' styles in determining levels of autonomy support.

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Antecedents and Consequences of Mothers' Autonomy Support: An Experimental Investigation

http://www.selfdeterminationtheory.org/SDT/documents/2008_LamGurland_JRPers.pdf

Self-determined work motivation predicts job outcomes, but what predicts self-determined work motivation?

Maternal perceptions of threat in the environment were examined as concomitants of controlling (vs. autonomy supportive) parenting. Forty mothers and their third-grade children were videotaped while completing homework-like tasks together. Maternal controlling (vs. autonomy supportive) behavior was measured both attitudinally by questionnaire, and behaviorally by coding of the videotapes. Mothers reported on their perceptions of environmental threat (worry, instability, scarcity). Results indicated that perceptions of threat were positively associated with controlling behaviors exhibited during the tasks, and negatively associated with children's motivation. Further, the relation between perceived instability and children's motivation was mediated by controlling parenting. Controlling parenting is associated with parental perceptions of threat and is one pathway through which threat may be associated with children's achievement goals.

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Perceived Threat, Controlling Parenting, and Children's Achievement Orientations

Publisher Summary This chapter deals with the development of self-determination in middle childhood and adolescence. This chapter focuses on the issue of self-determination, the purpose that children come to experience a sense of self-determination in the activities they pursue, whether this makes a difference in children's performance and well-being. It also answers the question of preventing children from feeling a sense of self-determination and the work of educators and psychologists, which can facilitate self-determination. This chapter says that when it considers the development of self-determination, it can approach at least two ways. First it thinks the purpose of people, moving toward the sense of self-determination. It can try to understand the developmental process. Second, it asks about individual differences: the purpose is that some individuals are self-determined and others are not for the very same activity. These two issues are linked in than; if one understands the general process through which development occurs, one begins to understand the origins of individual differences. This chapter concludes that new studies can teach ways to intervene with at-risk children to restore their enjoyment of learning and their self-determination around school-related and other tasks. It is encouraging to imagine a classroom of children, fully engaged in their work, following their interests and natural curiosity, and extending themselves, out of a love of learning, beyond the minimum required of them. Such a classroom is the promise of future work on self-determination.

The Development of Self-Determination in Middle Childhood and Adolescence

Interpersonal expectancy effects are less thoroughly understood in children than in adults, yet they can have practical implications for children's interactions. To understand better children's expectancies, this study extended earlier work to include expectancies of adults, preexisting (i.e., noninduced) expectancies, and joint effects of expectancies and subsequent perceptions. Children (N = 81) in Grades 4 through 6 (i.e., 9- to 12-year-olds) indicated their expectancies of adults who subsequently interacted with them using a style of either autonomy support (AS) or control (CN). After each interaction, children reported on perceived AS and on rapport. Results indicated that children's expectancies and subsequent perceptions interact to predict rapport, adult AS is associated with increased rapport, and the effect of children's expectancies on rapport is only partially mediated by their perceptions.

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Suzanne T. Gurland

Papers

Antecedents and Consequences of Mothers' Autonomy Support: An Experimental Investigation

Self-determined work motivation predicts job outcomes, but what predicts self-determined work motivation?

Perceived Threat, Controlling Parenting, and Children's Achievement Orientations

The Development of Self-Determination in Middle Childhood and Adolescence

Children's expectancies and perceptions of adults: effects on rapport.