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

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The present report meta-analyzes more than 300 empirical articles describing a relationship between psychological stress and parameters of the immune system in human participants. Acute stressors (lasting minutes) were associated with potentially adaptive upregulation of some parameters of natural immunity and downregulation of some functions of specific immunity. Brief naturalistic stressors (such as exams) tended to suppress cellular immunity while preserving humoral immunity. Chronic stressors were associated with suppression of both cellular and humoral measures. Effects of event sequences varied according to the kind of event (trauma vs. loss). Subjective reports of stress generally did not associate with immune change. In some cases, physical vulnerability as a function of age or disease also increased vulnerability to immune change during stressors.

/pdf/psychological-stress-and-the-human-immune-system-a-meta-3lp53rp4yz.pdf

Psychological Stress and the Human Immune System: A Meta-Analytic Study of 30 Years of Inquiry

/pdf/how-to-conduct-surveys-a-step-by-step-guide-4za2dab8jy.pdf

How to Conduct Surveys: A Step-by-Step Guide

Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained an...

https://www.icareby.org/sites/www.icareby.org/files/spr352sugai.pdf

A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support.

A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%.

Teaching writing to high school students: A national survey

1 Introduction to the Behavior Education Program 2 The Context for Positive Behavior Support in Schools 3 The Basic BEP: Critical Features and Processes 4 Getting a BEP Intervention Started 5 Roles, Responsibilities, and Training Needs Related to Implementing the BEP, Deanne A Crone, Leanne S Hawken, and K Sandra MacLeod 6 Designing the BEP to Fit Your School 7 Measuring Response to the BEP Intervention and Fading 8 The Modified BEP: Adaptations and Elaborations 9 High School Implementation of the BEP, Jessica Swain-Bradway and Robert H Horner 10 Adapting the BEP for Preschool Settings, Susan S Johnston and Leanne S Hawken 11 Cultural Considerations and Adaptations for the BEP, Joan Schumann and Jason J Burrow-Sanchez 12 Frequently Asked Questions and Troubleshooting the BEP Implementation Appendices: Appendix A1 List of Acronyms and Definitions Appendix B1 Working Smarter Not Harder Organizer Appendix B2 Request for Assistance Form Appendix B3 Parental Permission Form Appendix B4 Daily Progress Report-Middle School, Example 1 Appendix B5 Daily Progress Report-Middle School, Example 2 Appendix B6 Thumbs Up! Ticket Appendix B7 Daily Progress Report-Elementary School, Example 1 Appendix B8 Daily Progress Report-Elementary School, Example 2 Appendix C1 BEP Implementation Readiness Questionnaire Appendix C2 Voting Form for Implementing the BEP Intervention Appendix C3 BEP Development and Implementation Guide Appendix D1 BEP Check-In, Check-Out Form-Elementary School Appendix D2 BEP Check-In, Check-Out Form-Middle/High School Appendix E1 Reinforcer Checklist Appendix F1 BEP Fidelity of Implementation Measure (BEP-FIM) Appendix F2 BEP Acceptability Questionnaire-Teacher Version Appendix F3 BEP Acceptability Questionnaire-Student Version Appendix F4 BEP Acceptability Questionnaire-Parent Version Appendix G1 BEP Contract Appendix G2 BEP Support Plan Appendix G3 Functional Behavioral Assessment-Behavior Support Plan Protocol (F-BSP Protocol) Appendix G4 Functional Assessment Checklist for Teachers and Staff (FACTS) Appendix H1 High School BEP Referral Form Appendix H2 High School Daily Plan Agenda Appendix H3 Reinforcer Checklist for High School BEP

Responding to Problem Behavior in Schools: The Behavior Education Program

A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding to preventive schoolwide intervention strategies (Sugai, Horner et al., 2000; Walker et al., 1996). This study provides a fine-grained analysis using a multiple baseline across students design with the targeted intervention as the independent variable, and both classroom problem behavior and academic engagement as dependent variables. The multiple baseline analysis documents a modest functional relationship between implementation of the intervention and reduction in problem behavior. Implications for the design of behavior support in schools and the development of future research are provided.

Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support

The Behavior Education Program (BEP; Crone et al., 2004) is a modified check-in, check-out intervention implemented with students who are at risk for more severe problem behaviors. The purpose of this study was to evaluate the effects of the BEP on problem behavior with 12 elementary school students. Results indicated that the BEP was implemented with high fidelity, led to a decrease in office discipline referrals for the majority of students who received the intervention, and had high social validity ratings. Limitations of the current study are presented, along with suggestions for future research.

https://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/Nov3HawkenBEP.pdf

Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students

The goal of the three-tiered response-to-intervention (RtI) model is to catch students who are at risk early and to provide an appropriate level of intervention. Although RtI has been recommended f...

Leanne S. Hawken

Papers

Teaching writing to high school students: A national survey

Responding to Problem Behavior in Schools: The Behavior Education Program

Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support

Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students

Response to Intervention for Social Behavior Challenges and Opportunities