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

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

How to ... be a reflective practitioner.

Resolving Social Conflicts: Selected Papers on Group Dynamics.@@@The More Perfect Union: A Program for the Control of Inter-Group Discrimination in the United States.

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.

/pdf/engaging-student-teachers-in-an-online-teaching-pedagogies-2klrhzbtty.pdf

Engaging student teachers in an online teaching pedagogies module during COVID-19

The financial meltdown of 2008 triggered the most far-reaching recession in almost a century, sending shockwaves across the globe. ‘Greedy bankers’ and stock market brokers are often apportioned the blame for the crisis, yet to date it is public sector workers who have suffered most from the subsequent fallout with millions losing their jobs and many more forced to accept pay cuts and pay freezes. This chapter explores how austerity has affected those working in Further Education (FE) in England and Ireland and considers what this reveals about the standing of this sector in both countries.

The impact of austerity in Further Education: Cross-cultural perspectives from England and Ireland

Improving the students learning experience is closely connected with the promotion an implementation of an assessment strategy whose effectiveness relies on the quality of the formative aspect. Assessment can promote or hinder learning and it is therefore a powerful force to be reckoned within Education. The literature on assessment makes it quite clear that assessment shapes and drives learning in powerful, though not always helpful, ways (Ramsden, 1997).

If we assume that assessment should maximise the opportunities for those assessed to learn and develop, the tendency to reduce assessment purely to a classification device should be counteracted. The demonstration of knowledge should reflect deeper forms of learning rather that regurgitation and parroting of undigested information. Furthermore traditional forms of assessment such as essays and end of term examinations, -which are still predominantly used in higher education in Ireland as the sole assessment methods- while they may be valid and reliable methods for collecting evidence of acquisition of theoretical knowledge, they rarely afford students the opportunity to apply knowledge to key professional scenarios. 
Recent studies (Hyatt, 2005; Juwah & al., 2004; Bryan & Clegg; 2006; (Swinthenby, Brown, Glover, Mills, Stevens & Hughes, 2005; Nicol, 2010; Torrance & Prior 2001) have advocated the encouragement of dialogue around learning and assessment as a means to enhance the formative aspect of assessment. Pedagogical dialogue and formative assessment share common principles such as the emphasis on the process (MacDonald, 1991); the need for negotiation of meaning and shared understanding of assessment criteria (Boud, 1992)(Chanok 2000)(Harrington & Elander 2003; Harrington & al. 2005) (Sambell & McDowell 1998) (Higgins Hatley& Skelton, 2001; (Norton, 2004; Price & Rust, 1999; O’Donovan, Price & Rust 2000; Rust, Price & O’Donovan, 2003) and the development of reciprocal commitment between assessors and assesses (Hyland 1998; Taras, 2001). This chapter describes the introduction of an assessment portfolio for module “Curriculum Assessment” informed by the above principles. 
The key outcomes from the three implementation and evaluation phases of the portfolio suggest the format adopted promoted a shift of emphasis from assessment product to assessment process, the development of a shared understanding of assessment criteria, the establishment of a mutual relationship between assessors and assesses based on commitment and trust and heightened students and teachers’ self-awareness both in personal (efficacy) and professional (competence) terms. The research also highlights how multiple voices within the reflective evaluation process can contribute significantly to the restructuring and development of the future curriculum and assessment method that closely meets the need of learners.

Key words: pedagogical dialogue, shared understanding, constructivist approaches to assessment, formative assessment, formative feedback

http://doras.dcu.ie/17605/1/Lorenzi_%26_Rami_(2012)_A_dialogical_approach_to_developing_professional_competence_in_assessment_doras.pdf

A dialogical approach to developing professional competence in assessment

Improving the students’ learning experience is closely connected with the promotion and implementation of an assessment strategy whose effectiveness relies on the quality of the formative aspect. In some contexts, such as large cohort groups there may necessarily be greater reliance on written rather than in-person feedback and this may hinder dialogue (Nicol, 2010). Assessment can promote or hinder learning and it is, therefore, a powerful force to be reckoned with in education. The literature on assessment makes it quite clear that assessment shapes and drives learning in powerful, though not always helpful, ways (Ramsden, 1997). This paper echoes Trigwell and Prosser’s (2004) view that learning may not be hindered when teaching large classes if appropriate qualitative approaches are implemented. This challenges Cuseo’s (2007) view about surface and deep learning (Marton and Saljo (1976) when teaching large classes.

Pedagogical dialogue and feedforward with large classes in a teacher education programme in Ireland

Traditional forms of assessment such, as essays and end of term examinations, are still widely used in higher education in Ireland as the sole assessment methods. These forms of assessment, while the may be valid and reliable methods for collecting evidence of acquisition of theoretical knowledge, they rarely afford students the opportunity to apply knowledge to key professional scenarios. The authors draw on their experience as Lecturers and course designers for the module “Curriculum Assessment” which is offered to both, traditional full-time undergraduates and part-time professional educators. This paper describes the introduction of an assessment portfolio designed with the aim to promote the development of professional competence among teacher students and foster professional development among more experienced teachers and trainers in relation to assessment theory and practice. The authors of this paper view research and an integral part of teaching and learning. Therefore a constructivist approach to both teaching and learning and conducting research is essential. Using a mixed methodology approach the authors’ research was conducted using both quantitative and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for triangulation; this was then coupled with the module evaluations and statistical data. The introduction of a new assessment format needs to be carefully planned an evaluated. The suitability of the assessment format should be evaluated in terms of the student population, the learning objectives and the learning.

http://doras.dcu.ie/17604/1/ETEN_2012_paper_for_JTEN_Rami%26_Lorenzi_Doras.pdf

The development of holistic professional competence through assessment - applying constructivist and reflective assessment practices in a teacher-training programme

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