Implementing Pragmatism and John Dewey's Educational Philosophy in Jordanian Public Schools

Autor/inn/en	Khasawneh, Omar M.; Miqdadi, Ruba M.; Hijazi, Abdulhakeem Y.
Titel	Implementing Pragmatism and John Dewey's Educational Philosophy in Jordanian Public Schools
Quelle	In: Journal of International Education Research, 10 (2014) 1, S.37-54 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Educational Philosophy; Foreign Countries; Public Schools; Teacher Attitudes; Statistical Analysis; Correlation; Likert Scales; Content Validity; Scores; Mixed Methods Research; Questionnaires; Jordan + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Ausland; Public school; Öffentliche Schule; Lehrerverhalten; Statistische Analyse; Korrelation; Likert-Skala; Fragebogen
Abstract	The teachings and writings of John Dewey, an American philosopher and educator, offer insightful influences on contemporary education, not only in the United States but also worldwide. His philosophy of education, commonly referred to as Pragmatism, focused on learning by doing as an alternative to rote knowledge and strict teaching. The purpose of this study is to investigate the extent to which this philosophical thought is implemented in Jordanian public schools according to Jordanian teachers. Both quantitative and qualitative methods were employed in this study. The findings reveal that Jordanian teachers believe Pragmatism is implemented in Jordan to a moderate degree. (Contains 4 tables.) (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10