| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 6-11 |
| Abstraksi Narasi | : | This article analyzes how a recent National Research council report[2002] defined the impact of poverty in explaining the overrepresentation of minority students in special education. Echoing the perspective of maintream special education literature, the report offered a latent theory of compromised development which indicated that minority student are more likely to be poor and that "being"poor heightens their exposure to risk faktors that compromise human development and increase the need for special services. We elucidate how this theory oversimplifies the concept of "development'' and consequently under-analyzes how the culture and organization of shools situates minority youths as academically and behaviorally deficient and places them at risk for special education placement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-28 |
| Abstraksi Narasi | : | This article places the probem of dipropotionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy,and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challege must place the aforementioned structural forces at the center of education research, policy, and practice. |
| Nama Pengarang | : | Reid, D. Kim , Michelle G. Knight, Wanda J. Blanchett, Carla O`Connor, Sonia DeLuca Fernandez, Alfredo J. Artiles... [et al.], Ray McDermott, Shelley Goldman, Herve Varenne |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-23 |
| Abstraksi Narasi | : | From a disability studies [DS] perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K-12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled [LD],Mentally Retarded [MR],and Emotionally Disturbed [ED]. The authors then apply then apply their insights to the scant literature on college access for students labeled LD. Altough it appesrs that dissbled students are succeeding at increasing rates, the overall picture obscures the continued effects of the historical legacy embedded in the intersections of race, class, gender, and dissbility for K-16 students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-23 |
| Abstraksi Narasi | : | In education research , a polar distinction is frequenly made to describe and produce different kinds of research: quantitative versus qualitative. In this article, the authous argue against that polarization and the associated polarization of the "subjective" and the "objective ," and they question the attribution of generalizability to only one of the poles. The purpose of the article is twofold: [a] to demonstrate that this polarization is not meaningful or productive for education research, and [b] to propose an integrated approach to education research inquiry. The authors sketch how such integretion might be generalizability. They then consider how that continuum migt be related to the types of research question asked,and they argue that the questions asked should determine the modes of inquiry that ar used to answer them. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-29 |
| Abstraksi Narasi | : | The education research community sometimes invokes medical research as a model to which education ought to aspire. This article reviews some recent themes and development in the medical field to provide a more informed basis for comparison. The use of randomized clinical trials in medical research, the role of evidence in medical practice, and the rhetorical strategies for conveying research information in medical journals are discussed. Anotable observation is that physicians often participate in clinical research and_in that work, as well as in their routine professional practice_Function as knowledge wokers. Educators also engaged in knowledge work , but their practice is not always regarded in that way. The comparisons between medical research and education research suggest that the two fields face many similar challenges. |
| Nama Pengarang | : | Roth, Wolff-Michael , Sasha A. Barab, Carolyn Riehl, Roth, Wolff-Michael , Kadriye Ercikan |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | The goal of this article is to advance an ecological theory of knowing,one that prioritizes engaged partisipation over knowledge acquisition.To this end,the authors begin by describing the environment interms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a particular goal, the paticular network engaged by an individual is dependent on adopted intentions and available effectivy sets, the attunements and behaviors that an individual can enlist to realize an affordance network.Thus, to help clarify the challenges of conecting learners to ecological system through which affordance networks are activated, the authors use the term life-world, which refers to the environment from the perspective of an individual. Building on thei r characterization of affordance networks,effectivity sets, and life-world, the authors offer an ecological focal point for curricular design. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-11 |
| Abstraksi Narasi | : | Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students' needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently use assessments (Kame'enui et al., 2002). The authors describe the RFAC's frame work, outline its process for judging the technical merits of reading measures, and comment on the current state of assessment tools available to practitioners for supporting effective reading instruction in the primary grades. |
| Nama Pengarang | : | Annette Hemmings, Edward J. Kameenui et al |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-18 |
| Abstraksi Narasi | : | This article addresses the difficulties that educational ethnographers and qualitative researchers have experienced with what appear to be great ethical divides between their research approaches and the approval processes of institutional review boards. The author begins with a brief discussion of ethical issues involving human subjects in education research, then explains the divides as largely a consequence of differet ethical frameworks and orientations toward applications of the basic ethical principles of respect for persons, beneficence, and justice. She also discusses the challenges of bureaucratic arrangements established to ensure federal compliance. She concludes with strategies for bridging the divides, with emphasis on the importance ofs representation, communication, education, and practical academic acumen. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-24 |
| Abstraksi Narasi | : | Scale-up is the practice of introducing proven interventions into new settings with the goal of producing similarly positive effects in larger, more diverse populations. Scale-up research examines factors that influence the effectiveness of interventions as they are brought to scale across settings. This article has three objectives. First, it defines the goals of scale-up research with respect to broader efforts to enhance the quality of educational research and promote evidence-based education. Second, it clarifies the importance of context, conceptually and methoologically, in conducting scale-up research. Finally, it suggests practical guidelines that can assist researchers in developing designs that can be implemented in field settings to produce robust, generalizable findings. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-32 |
| Abstraksi Narasi | : | The problems of the education doctorates are chronic and crippling. The purposes of preparing scholars and practitioners are confused; as a result, neither is done well. We must move forward on two fronts simultaneously; rethinking and reclaimimg the research doctorate (the Ph.D.), with its strong links to practice, and developing a robust and distinct practice doctorate (the P.P.D) with a distinctive scholarly base. Unlike most current education Ph.D.s and Ed.D.s the two degrees would serve distinct purposes, and like their medical analogs-the biomedical Ph.D. and the M.D.-would have different curricula and assessments. Building on lessons learned in the Carnegie Initiative on the Doctorate and in the Carnegie Foundation's studies of preparation for the professions, we argue that thi reform is necessary and possible. |
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