| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 618-623 |
| Abstraksi Narasi | : | Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) excludes the view of students learning the social practices of mathematical reasoning and the use of mathematics in understanding and modeling situations. The authors argue that by filtering research to only "statistically significant individual effects, significant positive mean effect size, or equivalent consistent positive findings," the report misrepresents the resources that education research affords for improving mathematics education and education in general. The authors argue that only offering research results of statistical comparisons is inappropriately limited. They recall a strategy developed by the National Academy of Education in which researchers and educators collaborate to strengthen educational practice in local settings and to provide analyses and develop resources intended to support travel of their innovations to other sites. |
| Nama Pengarang | : | Confrey, Jere, Maloney, Alan P., Nguyen, Kenny H., Collins, Allan, Greeno, James G., Shepard, Lorrie A., Roschelle, Jeremy ... [et al.], Lobato, Joanne, Thompson, Patrick W., Spillane, James P., Sloane, Finbarr C., Benbow, Camilla Persson, Faulkner, Larry R., Borko, Hilda, Whitcom, Jennifer A., Cobb, Paul, Jackson, Kara, Boaler, Jo |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 631-637 |
| Abstraksi Narasi | : | The authors identify six conditions for success for the work of high-level national panels and identify breaches in these conditions in the recent Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). They question the trustworthiness, validity, and intellectual integrity of its findings and advice to the nation because of (a) an inappropriate composition of Panel expertise and biased selection of literature (Condition 1); (b) failure to appropriately and consistently apply methodological standards (Condition 2); and (c) inconsistencies between the task group and subcommittee reports and the final report (Condition 6). In asking what difference these breaches make, the authors recount recent events suggesting that these breaches have already contributed to degrading the national discussion of curriculum standards for K–12 mathematics education |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 507-514 |
| Abstraksi Narasi | : | Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert-novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers "correctly." The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 469-479 |
| Abstraksi Narasi | : | A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and-for those conducting and interpreting such studies-discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 480-490 |
| Abstraksi Narasi | : | To ensure accurate interpretation of research findings, researchers should report details about their research design, data collection method, and response rates when presenting findings from survey research. A review of 100 peer-reviewed articles reporting the results of survey research on K–12 schools with principals as the designated respondents revealed that such information is often not reported. Few studies examined or even acknowledged the potentially biasing effects of nonresponse. A mail survey of 470 schools in California, which yielded a response rate of 33% (157/470), is used as a case study to evaluate the pattern of nonresponse and its effects on univariate and multivariate statistics. Consistent with prior research, nonresponse produced bias in univariate estimates, but associations between variables were robust and not affected. |
| Nama Pengarang | : | Hanna, Judith Lynne, Kano, Megumi et al., Wayne, Andrew J et al., Kamler, Barbara, Thomson, Pat |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 491-506 |
| Abstraksi Narasi | : | Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K-12 dance education. Research on nonverbal communication and cognition, coupled with illustrative programs, provides key insights into dance as a distinct performing art discipline and as a liberal applied art that fosters creative problem solving and the acquisition, reinforcement, and assessment of nondance knowledge. Synthesizing and interpreting theory and research from different disciplines that is relevant to dance education, this article addresses cognition, emotion, language, learning styles, assessment, and new research directions in the field of education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 412-420 |
| Abstraksi Narasi | : | The way in which researchers view education differs fundamentally from the way in which teachers view education. These different outlooks are (partly) a consequence of the different work roles of researchers and teachers. This article explores the question of whether it is really inevitable that research and practice each establish different views of education. The author shows that the definition of the role of researchers draws heavily on a dualistic view that separates knowledge from skill and detaches human intellectual faculties from other human faculties. Although such dualistic notions are highly contested nowadays, they are institutionalized in the definition of the work of researchers and the purpose of research. The contribution of this article lies in the presentation of a unifying framework in which the views of teachers and researchers can be (at least partially) reconciled in the context of clinical research practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 432-738 |
| Abstraksi Narasi | : | In this article, three theoretical perspectives are used to extend Bulterman-Bos’s (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle—episteme, techne, and phronesis—are related to the requirements of the "pure" education researcher, the skilled practitioner, and the clinical researcher, respectively. Second, Churchman’s typology of inquiry systems—based on whether the primary source of evidence is logic, observation, representation, dialectic, or values—is offered as a way of conceptualizing different kinds of inquiry in education. Third, recognizing that much practitioner knowledge is tacit, Nonaka and Takeuchi’s model of knowledge conversion is suggested as a tool with which knowledge gained through different methods of inquiry might be brought into productive dialogue. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 421-423 |
| Abstraksi Narasi | : | Responding to Bulterman-Bos (2008), the author argues that the effort to make education research more relevant is counterproductive. Teachers and researchers have different orientations toward education that arise from different institutional settings, occupational constraints, daily work demands, and professional incentives. These are not dysfunctional differences to be resolved by creating the proposed composite role of the clinical researcher but useful alternative perspectives, with each providing what the other is lacking. Relevance is a tricky quality to define because it is easier to recognize in retrospect than in prospect, and efforts to make research more relevant can make it useless or misleading. Scholarly work that neither arises from a quest for relevance nor demonstrates any particular utility at the time it is carried out may turn out to be highly useful at a later time and in a different place. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 429-431 |
| Abstraksi Narasi | : | Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice. |
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