Search results for: Dewey
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In this article, the author refers to Dewey's vision of development in order to consider a number of the challenges posed to a concept of development. The author claims that Dewey’s view was that development consists of enhanced changes in children’s participation in the world around them. However, the author claims that Dewey's ideas have been misunderstood and misrepresented since the psychological accounts identify only individual growth as development. The author argues that the conception of development is potentially more than only an aim; it offers a way of thinking about processes of change over time—in children and in schools, and how educators can support these processes.
Updated: Dec. 18, 2012
This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. The author focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative.
Updated: Oct. 23, 2011
The claim is made in this article that the discourse of education offers a challenge to evidence-based practices because this latter approach is embedded in the discourse of management. This article shall draw mostly upon Dewey and is structured into three sections.
Updated: Jun. 03, 2009
The study discusses the impact of John Dewey (1859-1952) on Turkish teacher education system. Therefore, it heavily relies on the commissioned report “The Report and Recommendation on Turkish Education” prepared by Dewey in 1924. This article documents Dewey's ideas about teacher education in Turkey and analyses their take up in practice.
Updated: Feb. 02, 2009
In this study, the authors employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj.
Updated: Jan. 21, 2009
This work seeks to assist the field of teacher education, both in the United States and internationally in gaining a better understanding of “dispositions,” and, at the same time to offer working connections between professional judgment and dispositions. It also provides grounding for the construct as “habits of mind” that render professional conduct more intelligent.
Updated: Jan. 07, 2009