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Using Multivariate Statistics

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

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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Qualitative research for education: An introduction to theories and methods

This paper will use a review methodology to explore the theoretical and empirical basis for understanding differences in the management of change among principals operating in two different cultural contexts: Thailand and the United States. The paper will first present a summary of the knowledge base underlying change management in North American schools. In the second part of the paper we explore the theoretical and empirical basis for understanding how principals manage change in Thai schools. The significance of the paper lies in two areas. First, we seek to contribute to the nascent literature on the cross-cultural dimensions of educational leadership. Second, the paper fills a gap by beginning to explicate the nature of change leadership in modern Thai schools.

Leading at the Confluence of Tradition and Globalization: The Challenge of Change in Thai Schools

Eleven representative examples of professional development are examined in what is labelled a new era of administrator training. An analysis is presented of the conditions that have helped foster interest in the creation of new approaches to the training of school administrators. Ten current conditions in the area of administrator training where improvement is needed are reported on. Commonalities among the new approaches to training are discussed and these principles juxtaposed against the status quo in administrator training. It is concluded that the new era of professional development is significantly different from many current training programmes, in terms of both process and content. These differences are examined in detail. Potential problems in these newer approaches to administrator training are noted.

A New Era in the Professional Development of School Administrators: Lessons from Emerging Programmes

Purpose – Like other nations in Asia, mainland China has undergone continuous reforms in its economic, political and social institutions over the past two decades. These changes are also reflected in its education system, which has been both the target of government reforms and an agent for social change. In this context, China's Ministry of Education has cast school principals as key actors in leading and managing change in schools at the local level throughout the country. The purpose of this paper is to explore how Chinese school leaders successfully respond to the implementation of educational reform. Design/methodology/approach – In this paper the authors explore how school leaders in one city in South China perceive their roles and actions in fostering successful change. The study employed extensive literature review with qualitative interviews of five school principals who had demonstrated success at leading change in their schools. Findings – The findings of both the literature review and intervie...

Philip Hallinger

Papers

Leading at the Confluence of Tradition and Globalization: The Challenge of Change in Thai Schools

A New Era in the Professional Development of School Administrators: Lessons from Emerging Programmes

Leading school change in China: a review of related literature and preliminary investigation

School Leadership Development: An Introduction.

The Superintendent's Role in Promoting Instructional Leadership.