| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-26 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-22 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-14 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-29 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | Judith L. Green, Audra Skukauskaite, Mark Dynarski, Robert E. Slavin, Derek C. Briggs, Madhabi Chatterji, Finbarr Sloane |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-40 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 369-387 |
| Abstraksi Narasi | : | The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students` acces to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematic achievement. However, larger opportunity gaps in access to qualified teachers didn`t predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement. National policies and practices related to improving teacher quality appear to be a promising area for future research to identify how other countries have achieve both excellence and equity in student achievement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 388-400 |
| Abstraksi Narasi | : | This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and other racialized and cultural system of coming to know, knowing, and experiencing the world. Education research is used as an analitic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflectionand representation, and shifting from the self to system |
| Nama Pengarang | : | Amanda L. Nolen, Jim Vander Putten, H. Richard Milner IV, Motoko Akiba et al |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 401-407 |
| Abstraksi Narasi | : | Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research methods that enables teachers to investigate their own teaching and their students` learning. However the ethical issues unique to this form on insider research have recieve less attention. Drawing on several profesional associations principles for research practice, the author identify a series of potential ethical issues inherent in action research in K-12 schools and the corresponding difficulties that action research encounter with thw policies and procedures of institutional review boards. The authors conclude with recomendations for future practice addressed to three groups: intitutional review boards, K-12 school profesionals and teacher educators, and national professional and representative organizations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 318-334 |
| Abstraksi Narasi | : | In the knowledge-based economy that characterize the 21 st century, most previously industrialized countries are making massive investments in education. The United states ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between white students and non-Asian "monority" students, who comprise a growing share of the U.S. public school population. Standard-based reforms have been launched throughout the United states with promises of greater equity, but while students are held to common standards-and increasingly experiences serious sanctionsif they fail to meet them most states have not equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards of color, rather than more. This article outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement, and proposes reforms needed to equalize opportunities to learn. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-317 |
| Abstraksi Narasi | : | This expended version of the 2007 Presidential Address for the American Educational Research Association approaches changes in assessment and accountability from the perspective of achieving balance. The Author identifies unresolved conceptual and practical issues in the use of assessment in the schools and describes approaches intended to mitigate problems or improve practice. An example is given from formative assessment research that integrates some of these approaches (Center for Research on Evaluation, Standards, and Student testing, at the University of California, Los Angeles). International examples of performance and assessment are also reviewed. The author suggests that secondary school assessment be modified to focus students on acquiring concrete qualifications that certify important accomplishments, with a wide choice of qualification areas. She argues that using concrete accomplishments and restructuring tests will help schools and their students to regain needed balance. |
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