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

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

国際生活機能分類(International Classification of Functioning, Disability and Health: ICF)にみた福祉・保健・医療の専門職協働における連携に関する貢献と課題

The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.

わかりやすい障害者の権利条約 : 知的障害のある人の権利のために = Convention on the rights of persons with disabilities

Thinking in Education

The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range of pertinent issues are identified that require consideration.

Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including "powerful knowledge" as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its "powerful knowledge". Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.

/pdf/computer-science-in-k-12-school-curricula-of-the-2lst-2es0gtagoc.pdf

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig and Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; Kaye, 2004; Schoenfield, 2006; Scott, 2006). These elements are: the service addresses real life needs, the service and learning goals are of equal importance, there is reciprocity between those serving and those being served, and the program is clearly structured for participants. The two specific service-learning units in the School of Education are then outlined. A reflective journal and a written report provide the data for the study. Discourse analysis employing a symbolic interactionist lens was utilised to determine themes within the data. Six themes emerged which detailed the experiences and reflections of the pre-service teachers. These themes are: empathy, leadership, self and societal reflection, confidence, professional practice, and knowledge and skills. These themes serve to illustrate the potential importance and value of the incorporation of service learning experiences in pre-service teacher programs.

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1598&context=ajte

Service-learning: A valuable component of pre-service teacher education

Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a variety of sources. The authors have not attempted to validate these data and are unable to vouch for the authenticity of them. While all attempts have been made to include reference only to published sources through reputable journals, government publications, internationally accepted authorities, and education system websites, the authors are not responsible for any misrepresentations obtained directly from these sources. (DEEWR). Inclusive education has been identified as a focus area for investigation, toward exploring what research has been found to work in improving not only school attendance but also school achievement and other learning outcomes for students with disability. This report presents an overview of inclusive education in an international and Australian context. It provides an analysis of the current provision of inclusive education in the Australian government school sector, and will be complemented by a further review than analyses the current provision of inclusive education in the Australian non-government school sector. This report identifies research and evidence-based literature regarding outcomes of inclusive education for students with disability internationally, and specifically within Australia. An analysis and policy discussion is included of this evidence in regard to three key research questions: 1. How is Australia sitting internationally in relation to the extent students with disability or additional learning needs can access and participate in education on the same basis as students without disability? 2. What are the Australian and international policies (that is the possibilities) for improving learning outcomes for students with disability or additional learning needs? 3. What programs are currently being implemented and what learning needs are they attempting to meet? To answer these questions data was obtained from a wide variety of key published sources including reputable peer reviewed journals, publicly available government publications, internationally accepted authorities and Australian education system websites. In excess of 150 individual data sources were reviewed, which form part of this synthesis. Australia, like most countries, views inclusion as a disability issue, with almost all regions maintaining some form of separate special education. Australia has joined other countries in a global effort to promote equal and active participation of all people with disability, with the ratification of the United Nations Convention on the Rights of People with Disabilities in 2008. In relation to education, the Convention states that persons with disability should be guaranteed the right to inclusive education …

Inclusive education for students with disability: A review of the best evidence in relation to theory and practice

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.

Dianne Chambers

Papers

Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

Service-learning: A valuable component of pre-service teacher education

Inclusive education for students with disability: A review of the best evidence in relation to theory and practice

Interpreting Inclusivity: An Endeavour of Great Proportions.