| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 344-351 |
| Abstraksi Narasi | : | This article describe two practices that can considered signature pedagogies of doctoral education, one in neuroscience (the journal club) and one in English studies (the list). The practices are routinely found in these and neighboring disciplines but are not found in other fields. The journal club and the list share the goal of acquainting students with the literature of a field, but apart from that, they are very different. In addition to teaching students to work with the literature, they serve other pedagogical goals, including socializing students into disciplinary norms and identities. Thus they serve as windows into the underlying culture of their home disciplines. This article considers the value of adapting these practices into education doctoral programs and offers suggestions for how to modify the practices to suit education. |
| Nama Pengarang | : | John Robert Warren, Andrew Halpern-Manners, Chris M. Golde, Eva L. Baker, Darling-Hammond, Linda |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 335-343 |
| Abstraksi Narasi | : | Conclusions about levels and trends in high school dropout differ dramatically depending on whether dropout is measured using data from the current population survey (CPS) or from the Common Core of Data (CCD). Using CPS and CCD-based dropout measures for 16-to 19 year-olds holding high school credentials the authors show that half of the differences in estimated dropout rates are due to how private school graduates and GED recipients are counted. The other half is likely attributable to CPS respondents` misstatements of their children`s high school completion status. The rate at which students complete (or fail to complete) high school is best measured using CCD data. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 249-257 |
| Abstraksi Narasi | : | This article examines the origins and development of citizenship and equal rights by the reconstruction congress (1865-1875) to determine if it created a new constitutional order that is color blind and thus prohibits the use of racial classifications by government to achieve school desegregation and affirmative action programs. the theory of color-blind constitutionalism. Although pursued relentlessly by a small cadre of radical Republicans, stood in marked contrast to the views of the moderate-conservative majority, a group virtually obssessed with the ways in which race affected fundamental questions of citizenship, civil equality, and political power. Only through a multiethnic history can we comprehend the variegated and profound ways in which racial ideology shaped the beliefs and behavior of the reconstruction congress and the ways in which congress carefully crafted the meaning and intent of citizenship and equality in the new constitutional order, one that serves as the legal foundation for contemporary debates over race-conscious educational policies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 279-287 |
| Abstraksi Narasi | : | Traditionally, state accountability systems have measured school level achievement gains using cross-sectional data, for example, by comparing scores of one year`s eight graders to scores of the next year`s eight graders. this approach produces extremely volatile estimates of value added from year to year. this volatility suggests that the traditional use of cross-sectional data cannot reliably estimate the production of achievement by schools, and therefore schools may be unfairly sanctioned under such a system. In this analysis, the authors consider an alternative use of cross-sectional data, identifying differences in relative subject matter performance within schools. They ilustrate this approach using data on public middle schools in Wisconsin during the years 1998 to 2001. Compared to school-level gain scores, relative subject matter performance is much more stable from year to year. the authors conclude that in lieu of more reliable measures of value added, state educational agencies should consider alternative uses of standardized test data. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 258-267 |
| Abstraksi Narasi | : | Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. the primary effect of highstakes testing is that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies. However, this study also finds that, in a significant minority of cases, certain types of high-stakes tests have led to curricular content expansion, the integration of knowledge, and more student centered, cooperation pedagogies. thus the findings of the study suggest that the nature of high-stakes-test-induced curricular control is highly dependent on the structures of the tests themselves. |
| Nama Pengarang | : | Fuller, Bruce [et al.], Wayne Au, Sean Kelly, Laura Monczunski, James D. Anderson |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 268-278 |
| Abstraksi Narasi | : | Many policymakers feel pressure to claim that No Chld left behind (NCLB) is boosting student performance, as congress reconsiders the federal and activities gauge NCLB`s effect? the authors offer evidence n three barometers of student performance, drawing from the National Assessment of Educational Progress (NAEP) and state data spanning the 1992-2006 period. Focusing on the performance of fourth graders, where gains have been strongest since the early 1970s, the authors find that earlier test score growth has largerly faded since enactment of NCLB in 2002. Gains in math achievement have persisted in the post-NCLB period, albeit at a slower rate of growth. Performance in many states continues to apparently climb. But the bar defining proficiency is set much lower in most states, compared with the NAEP definition, and the disparity between state and federal results has growth since 2001. Progress seen in the post-NCLB era. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 211-213 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | Elizabeth A. Stuart, Cora B. Marrett |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 187-198 |
| Abstraksi Narasi | : | Education researchers, practioners, and policymakers alike are committed to identfying interventions that teach students more effectively. Increased emphasis on evaluation and accountability has increased desire for sound evaluation of these interventions; and at the same time, school-level data have become increasingly available. this article shows researchers how to bridge these two trends through careful use of school-level data to estimate the effectiveness of particular interventions. the author provides an overview of common methods for estimating causal effects with school-level data, including randomized experiments, regression analysis, pre-post studies, and nonexperimental comparison group designs. She stresses the importance of careful design of nonexperimental studies, particularly the need to compare units that were similar before treatment assigment. She gives examples of analyses that use school-level data concludes with advice for researchers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 148-155 |
| Abstraksi Narasi | : | In the united states as well as in much of the developed world, many of us tend to take for granted that children who do well on teacher made and standardized tests are intelligent. But different cultures have different views of intelligence, so which children are considered intelligent may vary from one culture to another. Moreover, the acts that constitute intelligent behavior may vary from one culture to another. Whether teachers take into account the differences in conceptions of who is intelligent and who acts intelligently can also affect how well students learn. This article describes acts, and intelligent teaching. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 133-138 |
| Abstraksi Narasi | : | Recent policy recommendations involving the putative primacy of randomized clinical trials in educational settings have reignited research paradigm debates. The authors of this article use the vehicle of strengthening structured journal abstracts to point out the argumentative character of all education research claims. They offer suggestions to authors to help inform academic and policy-oriented consumers of research articles about the various logical and evidentiary limitations that temper research-based claims. Whether they emanate from quantitative or qualitative methods. |
Unduh Dokumen Berkas PDF Utama