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

Effective inclusion of pupils with special educational needs (SEN) in multi-grade classrooms is complex, depending on the ability of teachers to meet challenges posed in delivering a broad and balanced curriculum while simultaneously meeting the often quite specific needs of pupils with SEN. This paper details the findings of research which investigated perceptions of mainstream teachers in relation to how they meet the needs of pupils with SEN in multi-grade classrooms. It focuses on adaptations to the instructional practices used in multi-grade classrooms which facilitate the education of pupils with SEN with their peers. This research has highlighted great similarity between multi-grade classrooms and inclusive classroom practices reported in the literature. Flexibility of grouping and teaching practices, differentiation, and planning emerge as valuable in facilitating the effective inclusion of pupils with SEN in multi-grade settings.

Towards inclusive education: instructional practices to meet the needs of pupils with special educational needs in multi-grade settings

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this pape...

Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education

Drawing from a sociocultural framework, this study investigated peer interactions in mixed-age (M-A) English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. M-A is increasingly used (Thurn, 2011), but is under-researched in language classrooms. Research in mainstream M-A classrooms suggests benefits for both younger and elder learners (Kuhl et al. 2013; Little, 2001; Thurn, 2011; Veenman, 1995). Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within M-A groups/pairs in L2 contexts. Twelve mixed-age pairs of young adolescent learners were audio-recorded when interacting on regular classroom tasks, which were a part of one unit of work, lasting a period of two and half months. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Results show that M-A pairs formed predominantly patterns of interaction, which are conducive to learning, namely expert/novice and collaborative pattern (Storch, 2001a). One pair was identified as dominant/dominant and one pair could not be identified according to Storch’s framework and was identified as expert/passive (Watanabe & Swain, 2007). With regards to the extent and ways of assistance provided, some pairs assisted one oanother in ways similar to teacher scaffolding, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. Results also show eight out of ten younger learners, which were the focus of the analysis, showed some level of increased independence of target-like use. However, the extent of target-like use use varied greatly across learners. In relation to perceptions of their interactions, the majority of peers expressed a positive attitude towards their interactions, and perceived an equal contribution of both partners to their joint work. However, while younger peers perceived learning outcomes, some of their elder partners did not.

Peer interactions in mixed-age EFL secondary school classrooms

Bu calismanin amaci, Turk egitim sisteminin mevcut ogretmen ve yonetici yetistirme dinamikleri goz onune alinarak birlestirilmis sinifli okullarda mudur yetkili ogretmenlik gorevini yuruten ogretmenler ile egitim fakultesi sinif ogretmenligi bolumu son sinif ogrencilerinin “mudur yetkili ogretmenlik” kavramina iliskin goruslerini karsilastirmali bir sekilde incelemektir. Calisma nitel betimsel bir arastirma olup, veriler yari yapilandirilmis gorusme formu ile toplanmistir. Calisma gruplarindan ilkini 10 mudur yetkili sinif ogretmeni, ikincisini de 52 sinif ogretmenligi son sinif ogrencisi olusturmaktadir. Veriler icerik analizine tabi tutulmustur. Mudur yetkili ogretmenlerin tamami ve ogretmen adaylarinin da buyuk bir kismi mudur yetkili ogretmenlik kavramini olumsuz ifadeler kullanarak degerlendirmekle birlikte mudurluk ve ogretmenligin farkli gorevler oldugunu, kesinlikle boyle bir gorevin yoneticilik formasyonu olmayan, deneyimsiz ogretmenlere verilmemesi gerektigini ifade etmislerdir. Katilimcilar bu gorevin is yukunu artirarak cok zaman aldigini, yorucu oldugunu ve tukenmislik hissi yarattigini; gorevi yerine getirecek kisinin lider, yonetim bilgisi ve iletisim becerisine sahip, gonullu, sorumluluk sahibi ve adil olmasi gerektigini belirtmis ancak mudur yetkili ogretmenlige ciddi bir alternatif uretememislerdir. Tum katilimcilar lisans egitiminde alinan dersleri ve bu dersleri veren ogretim elemanlarini akademik acidan yetersiz bulmus, birlestirilmis siniflarda staj yapilmasini, derslerin iceriginin degismesini ve goreve yeni baslayan ogretmenlere danisman atanmasini onermislerdir.

/pdf/sinif-ogretmenleri-ve-sinif-ogretmeni-adaylarinin-bakis-2t1py4b8e1.pdf

Sınıf Öğretmenleri ve Sınıf Öğretmeni Adaylarının Bakış Açısıyla Müdür Yetkili Öğretmenlik Uygulaması

An empirical model of mixed-age teaching

Aus Grunden der Schulerzahlen wird in kleineren Schulen ofters jahrgangsubergreifender Unterricht durchgefuhrt. In jungster Zeit greifen aber aus padagogischen Motiven auch grossere Schulen zu diesem Unterrichtskonzept, welches pradestiniert fur den Einsatz einer alternativen, erweiterten Beurteilung scheint: In jahrgangsgemischten Klassen verwendet die Lehrperson vermehrt auf formativen Beurteilungen basierende individuelle und differenzierende Lernziele. Die Frage ist, ob sich Lehrpersonen mit jahrgangsgemischten Klassen bezuglich der Nutzung formativer Beurteilung unterscheiden. Im Rahmen des Projektes „Schule im alpinen Raum 2“ erhoben wir Daten von 280 freiwillig teilnehmenden Lehrpersonen aus zwei Regionen der Ostschweiz und einer in Westosterreich. Unser Mixed-Methods Forschungsdesign war querschnittlich angelegt. Mit Hilfe eines Strukturgleichungsmodells kann gezeigt werden, dass Lehrpersonen mit jahrgangsgemischten Klassen eine Kombination von Elementen der formativen Beurteilung einsetzen, um den Unterricht zu individualisieren und zu differenzieren. Je hoher die Anzahl Jahrgangsstufen sind und je hoher die Selbsteinschatzung der Diagnosekompetenz ist, desto haufiger wird eine formative Beurteilung verwendet. Als Ergebnis von zwei Latent Class Analysen zeigen sich zwei Gruppen unterschiedlicher Beurteilungskompetenz, von denen eher wenige Lehrpersonen zur Gruppe „erweiterte Beurteilung“ gehoren. In der Diskussion werden die Ergebnisse fur Ausbildung und Forschung diskutiert.

/pdf/formative-beurteilung-im-jahrgangsubergreifenden-unterricht-1iwfyko780.pdf

Formative Beurteilung im jahrgangsübergreifenden Unterricht

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An empirical model of mixed-age teaching

Formative Beurteilung im jahrgangsübergreifenden Unterricht