| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 397-411 |
| Abstraksi Narasi | : | This article is an expanded version of the 2008 American Educational Research Association's Presidential Address. The purpose of the article is to describe the geography of opportunity in two metropolitan regions of the United States that are engaged in significant efforts to transform their local political economies. Both metropolitan regions have invested substantive resources into the development of an area of industrial science-one in telecommunications, one in biotechnology. A central underlying question in this article is, How does geography influence opportunity? The article's two case studies investigate this question, using different methodological approaches. The article concludes with two important lessons learned from the research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 424-428 |
| Abstraksi Narasi | : | In response to Bulterman-Bos (2008), this article discusses three kinds of research needed in education: problem-finding research, which helps frame good research questions; problem-solving research, which helps illuminate educational problems; and translational work, which transforms the findings of research into tools that practitioners and policy makers need. Clinical research is most important as a form of problem-finding study. Although it is best carried on in "ed schools," other kinds of education research are best done in other faculties. For this reason, education research should be a distributed activity, encouraged across all the faculties of research universities. |
| Nama Pengarang | : | Jacquelien A. Bulterman-Bos, Ellen Condliffe Lagemann, William F. Tate, Susan E. Noffke, David F. Labaree, Dylan William, Jacquelien A. Bulterman-Bos |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 439-445 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 351-360 |
| Abstraksi Narasi | : | The Percentage of Proficient Students (PPS) has become a ubiquitous statistic under the No Child Left Behind Act. This focus on proficiency has statistical and substantive costs. The author demonstrates that the PPS metric offers only limited and unrepresentative depictions of large-scale test score trends, gaps, and gap trends. The limitations are unpredictable, dramatic, and difficult to correct in the absence of other data. Interpretation of these depictions generally leads to incorrect or incomplete inferences about distributional change. The author shows how the statistical shortcomings of these depictions extend to shortcomings of policy, from exclusively encouraging score gains near the proficiency cut score to shortsighted comparisons of state and national testing results. The author proposes alternatives for large-scale score reporting and argues that a distribution-wide perspective on results is required for any serious analysis of test score data, including "growth"-related results under the recent Growth Model Pilot Progra |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343-350 |
| Abstraksi Narasi | : | Writers for both academic and popular audiences often use the term gender when considering differences between the educational experiences of male and female students, and the distinction often appears to be based on a traditional understanding of the term sex. The authors of this article argue that gender and sex should be distinguished more clearly in education research and that the pattern of unclear, conflated, and even synonymous use of the terms has slowed progress in understanding how gender influences students' educational experiences. The authors present evidence of conflated use, review the wide diversity in orienting perspectives and definitions of gender, show how current American Psychological Association publication guidelines fail to provide clear guidance on the use of the terms, and make recommendations for improving research practice |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 321-329 |
| Abstraksi Narasi | : | In this article, the author outlines how she used qualitative research methodologies to translate her research findings into a social-realist narrative film that has engaged multiple audiences. This process raises questions about what translation means when research is represented in the form of an imaginative text and how education researchers imagine their audience when making choices about research representation. The author also considers the perennial questions surrounding arts-based research: Can expressive forms count as research? Must practitioners of arts-based research be experts in their art forms? Should the artistic product stand on its own in traditional social science research venues? The author posits that the current cultural milieu holds unprecedented possibilities for translating education research into varied forms to achieve greater public impact. |
| Nama Pengarang | : | Qing Gu, Christopher Day, Pam Sammons, Yen Yen Joyceln Woo, John P. Smith, III, Glasser, Howard M. , Andrew Dean Ho |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 330-342 |
| Abstraksi Narasi | : | The authors of this article discuss how a mixed-methods research team designed and conducted a 4-year study (Variations in Teachers' Work and Lives and Their Effects on Pupils) that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. Although mixed methods are becoming more popular, few published accounts describe in detail how researchers have moved beyond the use and integration of mixed methods to arrive at more synergistic understandings. The advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-266 |
| Abstraksi Narasi | : | The scholarship of Kenneth B. and Mamie P. Clark, referenced in the U.S. Supreme Court’s landmark decision in Brown v. Board of Education, emphasized the nation’s color line, not only in the Jim Crow South but in American cities overall. The Clarks pointed out the critical role of context; however, they applied it narrowly to the issue of "harm" as an inevitable consequence of segregation. The author of this article argues that the Clarks and their social science colleagues missed an opportunity to view Black youth as diverse human beings engaged in normal developmental tasks under difficult conditions. She denotes the role of context as key, especially when linked with human growth and psychological processes. Her findings from a sample of impoverished multiethnic youth reaffirm that America is not colorblind and suggest that these youths’ political beliefs and concerns about government vary by ethnicity, gender, family structure, and skin color preferences. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 280-297 |
| Abstraksi Narasi | : | Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students’ home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered. |
| Nama Pengarang | : | Carol D. Lee, Kenneth M. Tyler et al, Margaret Beale Spencer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-279 |
| Abstraksi Narasi | : | This article was presented as the 2008 Wallace Foundation Distinguished Lecture at the annual meeting of the American Educational Research Association in New York City. It argues that, to generate robust and generative theories of human learning and development, researchers must address the range of diversity within human cultural communities. The argument is warranted on implications from brain science regarding human adaptability and on core findings with regard to relations between cognition, perceptions, and emotions, all influenced by broad ecological contexts that influence human functioning. Implications for education are discussed, with examples of research that address fundamental questions of learning through examinations of practices within communities of color. |
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