| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 156-162 |
| Abstraksi Narasi | : | This article explores the use of the methodolody of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to iluminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action. |
| Nama Pengarang | : | Kennedy, Mary M., Thandeka K. Chapman, Anthony E. Kelly, Robert K. Yin, Sternberg, Robert J. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-147 |
| Abstraksi Narasi | : | As scholars their audience pursue standards of evidence, standards for literature reviews have also become salient. Many authors advocate "systematic" reviews and articulate standards for these. this article compares the bodies of literature derived from systematic and other types of review, which the author labels conceptual, and examines problems assciated with different approaches to defining a body of literature. These problems include (a) defining the boundaries of the literature, (b) distinguishing studies from citations, (c) distinguishing literature from lore, (d) deciding which reporting venues to include, and (e) weeding out anomalous studies. The article demonstrates that although systematic reviews may remove some biases through their exlusion decisions and may thwart conceptual advances in a field. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-73 |
| Abstraksi Narasi | : | The author discusses the challenges of educating teachers to engage, rather than deny or repress that emerge at the dynamic, context-specific intersections of race, culture, gender, and sexuality. Although multicultural education discourse is well established, stereotypic representations and repressive silences persist in the sphere of practice. interweaving postcolonial and feminist theories with reflections emerging from her multicultural teacher education practice, the author highlights tensions of doing multicultural work. She discusses how silencing forces operate even in seemingly "open" micro and macro contexts. To illustrate these arguments, the author engages two areas that have received limited attention in multicultural discourse itselft: representations of Asian Americans and differences of sexuality. She recommends that the multicultural teacher education classroom serve as a site for modeling critical, self-reflexive engagement with differences as a site for modeling critical, self-reflexive engagement with difference and democratic participation, even as she acknowledges the limits of individual efforts in the process of educational and social change. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 96-102 |
| Abstraksi Narasi | : | The advanced distributed learning (ADL) initiative was undertaken to make education, training, and lifelong learning accessible at any time, anywhere. it has developed specifications and techniques that are being adopted globally by governments, businesses, and schools. Although ADL currently focuses on government and business applications, it has significant implications for the classroom structures, processes, and activities of K-16 education. The authors describe the ADL initiative and its implications for K-16 education and call for increased attention from educators and education researchers to the opportunities and challenges represented by anytime, anywhere, distributed learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 84-95 |
| Abstraksi Narasi | : | Institutional analyses of public education have increased in number in recent years. however, studies in education drawing on institutional analyses have not fully incorporated recent contributions from institutional theory, particularly relative to other domains such as law and health policy. the author sketches a framework that integrates recent institutional theorizing to guide scholarship on these and other issues in K-12 public education in the united states. the author argues that although concepts such as "loose coupling" have been widely used, education researchers have not fully tapped institutional theories that have emerged more recetly. The author introduces three interrelated constructs and applies them to a case study of district reading and mathematics reform. in the final section, the author considers how current developments in the governance of public schooling increase the utility of institutional perspectives and identify critical issues that need to be addressed in future work. |
| Nama Pengarang | : | John W. Young, Elaine Chin, Patricia Burch, J.D. Fletcher, Sigmund Tobias, Robert A. Wisher, Nina Asher |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 74-83 |
| Abstraksi Narasi | : | In this article, the author argue for the use of ecological models of development in studies of teachers prepared through alternative certification (AC) programs. Previous studies of candidates in AC programs have focused on variables taht describe their demographic characteristics. An ecological approach focuses on persons and situates their desires and attitudes toward teaching as shaped by their particular life circumstance and personal histories. thies approach was applied to a large-scale study of individuals enrolled in California`s teacher internship program. the results are the development of six typological profiles that capture some of the complexities behind why individuals choose to enter teaching through AC routes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-24 |
| Abstraksi Narasi | : | The author shares her experiences with the editorail-review process while publishing a qualitative research study on the teaching experiences of African American faculty members at two predominantly white research universities. She likens the experiences of African American faculty members to counter narratives, troubles master narratives in the editorail-review process. Draws implictions, and makes recomendations for researchers invested in nonmainstream educational research in higher education. this is a call to journal editors and reviewers to examine their roles as discilinary gatekeepers and to break the cycle of master narratives in educational research and the editorial-review process. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-13 |
| Abstraksi Narasi | : | The recent no child left behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. given this increased role of standardized testing as a means of accountability, the purpose of this article to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. the authors consider individual differences in processes that prior research has found to be important to achievement: achievement goals, value, self-concept, self-efficacy, test anxiety, and cognitive processes. The authors present excerpts from interviews with eight-grade test takers to illustrate these different achievement related motivational beliefs, affect, and cognitive processing. implications for future research studying the situational pressures involved in high-stakes assessments are discussed. |
| Nama Pengarang | : | Melissa Freeman, et al., Katherine E. Ryan, et al., Christine A. Stanley |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-32 |
| Abstraksi Narasi | : | In a climate of increased accountability, standardization, federal control, and politicisation of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. it concludes by identfying issues in and challengers to setting standards of evidence for qualitative researchers in education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 36-41 |
| Abstraksi Narasi | : | Peer review is one of the most pervasive tasks in research. It shapes opportunities and the knowledge available for practice, and it strongly influences careers. Although researchers spend much time in the review process, it is rarely formally taught in our professional preparation. This articles explores the roles served by the peer review process. Using the metaphor of publishing as a playground, I argue that peer review is at ists most powerful when it merges the gatekeeping and developmental functions and reflectively considers the social practices represented by peer review. |
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