| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 189-199 |
| Abstraksi Narasi | : | The testing of English language learners (ELLs) is, to a large extent, a random process because of poor implementation and factors that are uncertain or beyond control. Yet current testing practices and policies appear to be based on deterministic views of language and linguistic groups and erroneous assumptions about the capacity of assessment systems to serve ELLs. The question Who is given tests in what language by whom, when, and where? provides a conceptual framework for examining testing as a communication process between assessment systems and ELLs. Probabilistic approaches based on generalizability theory—a psychometric theory of measurement error—allow examination of the extent to which assessment systems’ inability to effectively communicate with ELLs affects the dependability of academic achievement measures. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 208-216 |
| Abstraksi Narasi | : | The authors of this article examine the analytic and reporting features of research articles cited in Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Cochran-Smith & Zeichner, 2005b) that used quantitative reporting practices. Their purpose was to help to identify reporting practices that can be improved to further the creation of the best possible evidence base for teacher education. Their findings indicate that many study reports lack (a) effect sizes, (b) confidence intervals, and (c) reliability and validity coefficients. One possible solution is for journal editors to emphasize clearly the expectations established in Standards for Reporting on Empirical Social Science Research in AERA Publications (AERA, 2006). |
| Nama Pengarang | : | Nam-Hwa Kang, Miyoung Hong, Zientek, Linda Reichwein , Mary Margaret Capraro, Robert M. Capraro, Guillermo Solano-Flores |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 200-207 |
| Abstraksi Narasi | : | Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 140-152 |
| Abstraksi Narasi | : | Educational neuroscience is emerging effort to integrate neuroscence methods, particularly functional neuromaging, with behavioral methods to address issues of learning and instruction. This article consolidate common concerns about connecting ducation and neuroscience. One set of neuroscience is scientific: in-principle differences in methods, data, theory, and philosophy. The othe set of concerns is pragmatic, considerations of cost, timing, locus of control, and likely payoffs. The author first articulate the concerns then revisit them., reinterpreting them as potential opportunities. They also provide instances of neuroscience findings and methods that are relevant to education. the goal is to offer education researchers a window into contemporary neuroscience to prepare them to think more specifically about the prospects of educational neuroscience. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 129-139 |
| Abstraksi Narasi | : | Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of cirizenship that historically have dominated cirizenship education in nation-states. The author of this article challenges liberal assimiliationist conceptions of citizenship and citiznship education. He argues that citizenship education should be reformed so that it reflects th home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discuss the implications of his analysis for transforming citizenship education. |
| Nama Pengarang | : | Marcus B. Weaver-Hightower, James A. Banks, Sashank Varma, Bruce D. Mccandliss, Schwartz, Daniel L. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 153-165 |
| Abstraksi Narasi | : | Educational policy might productively be conceptualized with an ecological metaphor. each policy, thus considered, exist with a complex system that reflects varied international, national, regional and local dynamics. Using the metaphor provides of any police, its process, its textx, its reception, and its degree of implementation. The characteristics of policy ecologies alert analysis to the possibilities of great transformation, for good or ill, and give them a way to conceptualize how such transformations occur. Perhaps most important, using an ecology metaphor suggest specific ways that progressive researchers might positively interverne in the polici process. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 76-82 |
| Abstraksi Narasi | : | Lissitz and Samuelsen (2007) have proposed an operational definition of validity that shifts many of the questions traditionally considered under validity to a separate category associated with the utility of test use. Operational definitions support inferences about how well people perform some kind of task or how they respond to some kind of stimulus. Such interpretations can be usefull for some purposes, but they do not support any richer interpretations of scores. The author argues that validation should involve an evaluation of the proposed interpretations and uses of test scores. Test developers may choose to adopt a narrow operational interpretation of test scores, but if they do so, they should label the test accordingly. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-75 |
| Abstraksi Narasi | : | Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the model. Specifically, she argues that, although EVAAS is probably the most sophisticated value-added model, it has flaws that must be addressed before widespread adoption. She explores in depth the shortage of external reviews and validity studies of the model, its insufficient user-friendliness, and methodological issues about missing data, regression to the mean, and student background variables. She also examines a paradigm case in which the model was used to advance unfounded assertions. |
| Nama Pengarang | : | Rodney T. Ogawa et al, Audrey Amrein-Beardsley, Michael T. Kane |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-95 |
| Abstraksi Narasi | : | This article is intended to spark a discussion between two research communities…scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-46 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
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