자연주의적 탐구조사(Naturalistic Inquiry)

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

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

Discourse in the Novel

To study the operational behaviour of λ-terms, we will use the denotational (mathematical) approach. A denotational semantics for a language is based on the choice of a space of semantics values, or denotations, where terms are to be interpreted. Choosing a space with nice mathematical properties can help in proving the semantic properties of terms, since to this aim standard mathematical techniques can be used.

λ Δ -Models

In her reflections on the narrative research approach, the author starts by placing narrative research within the framework of sociocultural theory, where the challenge for the researcher is to examine and understand how human actions are related to the social context in which they occur and how and where they occur through growth. The author argues that the narrative as a unit of analysis provides the means for doing this. She then presents some of the basic premises of narrative research before she reflects on the process of narrative inquiry and addresses the issue of the “true” narrative. Throughout the article, the author refers to educational research and in the concluding section argues that the results of narrative research can be used as thought-provoking tools within the field of teacher education.

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Reflections on the Narrative Research Approach

The purpose of this study was to examine how one teacher manages to include students with special needs in an ordinary classroom. We describe how she attempted to achieve positive academic and social outcomes for students in the classroom, and especially how she handled a boy with impulsive and uncontrolled behaviour. Data collection was carried out by means of observations, video recordings and interviews. The theoretical framework was based upon sociocultural theory; and the main themes were cognitive learning processes, social learning processes and collaboration processes. Important concepts in this connection are caring, dialogue, scaffolding, other-regulation and self-regulation.

Towards inclusive schools: a study of inclusive education in practice

This article presents a Norwegian primary school teacher facing the challenge of realising the curriculum's vision of inclusive education. Ann teaches a third‐grade class with 22 pupils among which are pupils with special needs. Two of them are John and Paul. The article focuses on how the teacher deals with these two boys as she, at the same time, approaches the class as a whole. The analysis shows that the teacher's practice can be clustered into four themes. The themes are analysed in light of relevant theoretical concepts situated within the framework of socio‐cultural theory. It appears that the themes have some common characteristic traits and dilemmas that Ann encounters in her daunting work of realising inclusive education.

Inclusive Educational Practice: Results of an empirical study

Based on the notion of childhood as a social construction this paper aims to present and explore theoretically, the ideas and arguments, being offered by central theories within the paradigm of children and childhood research over the years. Using the approach of literature review the paper reinforces that childhood is socially constructed. It differs from society to society and context to context based on differences in cultures and believes. Also childhood differs even in the very same society depending on other social factors for example gender and social class. Not all societies in the world have the same concept of childhood, which proves that childhood is neither universal nor natural. In exploring about childhood as social construction, it has been attempted to explicate certain of the conceptions at the heart of social studies of children and childhood. So the essay begins with the basic conceit of childhood studies: what is a child? The very basic notion of “child” is connected to further through historical perspectives of childhood which further leads to accentuating the importance of childhood as a social construction. DOI: 10.5901/jesr.2016.v6n2p75

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Childhood as a Social Construction

http://www.diva-portal.org/smash/get/diva2:124828/FULLTEXT01

Torill Moen

Papers

Reflections on the Narrative Research Approach

Towards inclusive schools: a study of inclusive education in practice

Inclusive Educational Practice: Results of an empirical study

Childhood as a Social Construction

Kids need to be seen: A Narrative Study of a Teacher's Inclusive Education