| Nama Pengarang | : | Stephen C. Yanchar, David D. Williams, Beth Graue |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-12 |
| Abstraksi Narasi | : | This essay examines calls for methodological eclecticism based on the 'compatibility thesis', arguing that they fail to take seriously the asumptions of method and, in so doing, fail to provide a methodological perspective that adequately incorporates the centrally important task of critically examining the theoretical backgrounds of methods and conceptual frameworks for research. The authors offer an alternative view of method use and a set of guidellines that emphasize the importance of contextual sensitivity, creativity, conceptual awareness, coherence, and critical reflection in research and evaluation poractices. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-18 |
| Abstraksi Narasi | : | Classroom discussion can play an important role in the formation of citizens, and in more ways than one. Yet recitation persists as the discursive norm in classrooms, and the literature on discussion lacks clarity as to purpose. This article contributes a delineation of two purposes-interpretation (enlightenment) and dicision making (engagement)-and argues tha they are elemental to both discussion pedagogy and citizen formation. As practices, they upend recitation and offer an occasion for liberal education, including opening oneself to difference. The author aims to show that classroom discussion is useful both pedagogically and politically when the two purposes are articulated in a diverse school setting, and that critics risk their own interests when they dismiss the possibilities of discussion. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-37 |
| Abstraksi Narasi | : | Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perception and teachers' attitudes suggest that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue that teachers preparation grounded in sociolinguistic understandings of dialect diversity can help teachers develop productive pedagogical responses to students' language choices. Drawing on previous research and their own work with teachers, the authors present a framework for preparing teachers for dialectally diverse classrooms. Recommendations include anticipating resistance, addressing issue of identity and power, and emphasizing pedagogical applications of sociolinguistic research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-29 |
| Abstraksi Narasi | : | Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players' understanding are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners. |
| Nama Pengarang | : | Bullough Jr., Robert V., Kurt Squire, Amanda J. Godley et al, Walter C. Parker |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-10 |
| Abstraksi Narasi | : | In response to changing federal priorities, much discussion has taken place recently about the need for graduate education programs to firmly embrace interdisciplinary research , or "interdisciplinary integration across related fields" (National Research Council, 2004, p. 6). The related fields usually are understood to be certain social and behavioral sciences. From the perspective of the humanities, the author challenges an emerging view, widely regarded as commonsensical, about the proper nature of interdisciplinarity in education and what counts as good education research (Hostetler, 2005). He devotes particular attention to the problem of determining and distinguishing ends and means and the dangers of narrowness, and provides examples of the value of the humanities to education research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13 - 24 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25 - 31 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | Gloria Ladson-Billings, Ana M. martinez Aleman, Darling-Hammond, Linda |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3 - 12 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-17 |
| Abstraksi Narasi | : | Culturally and educationally, the United States specializes in the production of kinds of persons described first by ethnic, racial, and linguistic lines and second by supposed mental abilities. Overlaps between the two systems of classfication are frequent, systematically haphazart, and often deleterious. An examination of classrooms around the country shows shifting currents of concern and tension that invite the attribution of labels for mental and/ or minority-group ststus. This article introduces a language for a culture analysis_a language of people interpreting the interpretations of others_and pursues an example from a classroom where both the good sense and the dangers of catagories for learning-disabled and miniroty-group status are on display. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-5 |
| Abstraksi Narasi | : | - |
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