| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-23 |
| Abstraksi Narasi | : | With the premise that schooling should make a difference in students` everyday experience, the authors synthesize research on the influence of school learning on students` out-of-school experience by adressing the contributions and shortcomings of four research areas: (a) transfer, (b) out-of-school learning environments, (c)school-prompted interest, and (d) transformative education. They conclude the following: (a) little research investigates the influence of school learning on out-of-school experience; (b) the existing research suggests that school learning has less of an influence on out-of-school experience than one would hope for and expect; and (c) under the right conditions, school learning can enrich students` out-of-school experience. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-14 |
| Abstraksi Narasi | : | The current historical moment is marked by the gradual transition from a print culture to a digital new media culture, and this shift carries material effects for how education research contexts are perceived and represented. This discussion uses the concept of materiality to demonstrate how the conceptualization of inquiry through digital representations can be theorized through the histories and discourses of multiple media, computer technologies, research methodological, epistemological positions, new literacies, and current social and cultural contexts to highlight emerging concerns in education research. Paying attention to the design of materiality encourages scholars to reflect on how inscription technologies influence the ways in which research is conducted and communicated. |
| Nama Pengarang | : | Barton, Keith C., Rick Voithofer, Pugh, Kevin J, David A. Bergin |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-28 |
| Abstraksi Narasi | : | The value of an academic conference lies in its ability to engage attendees in ongoing scholarly conversations. Such engagement depends on presentations that are intellectually sound and effectively delivered, but it also requires thoughtful participation by discussants, session chairs, and audience members. Shared understanding of the responsibilities that accompany these roles would help advance the conversation of educatiponal scholarship. By adhering to a few simple principles, participants at AERA`s annual meeting could better ensure that the conference lives up to its potential for promoting meaningful dialogue. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | The accountability requirements of the No child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article,student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meeting the federal adequate yearly progress requirements. School-level data from Virginia and California are used to illustrate that these differences arise both from the selection bias inherent in using mean proficiency scores and from rules that require students in racially diverse schools to meet multiple performance targets. Th authors suggest alternatives for the design of accountability system that include using multiple measures of student achievement, factoring in student improvement on achievement tests in reading and mathematics, and incorporating state accountability ratings of schools performance. |
| Nama Pengarang | : | Janette K. Klingner, David Scanlon, James S. Kim, Sunderman, Gail L. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-20 |
| Abstraksi Narasi | : | This article is based on an invited talk entitled ``Getting Pusblished While in Grad School`` which was presented for the Graduate Student Council of the American Educational Research Association at the association`s 2005 annual meeting. The authors discuss issues to consider when one is planning and writing a scholarly manuscript, and they offer several sugestions about substance, organization, and style. They also describe the journal submission and peer review process, including what to do if a journal editor`s decision is ``revise and resubmit,`` ``accept pending revisions,`` or ``reject``. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-17 |
| Abstraksi Narasi | : | The article offers reading of the current state of the field of teacher education. identifying current reforms, emerging treads, and new underlying premises. The author argues that a "new teacher education " has been emerging with three closely coupled pieces : It is constructed as a public policy problem, based on research and eviden, and driven by outcomes. I;;ustrating and critiquin each of these pieces, the article makes the that the new teacher education is both for the better and for the worse. The article concludes that education scholar who care about public education must challenge the narrowest aspects of the emerging new teacher education, building on its most promising aspects and working with others to change the terms of the debate. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-31 |
| Abstraksi Narasi | : | As scholars examine the success and failures of more than 50 years of court-ordered desegregation since Brown v. Board of Education of Topeka, Kansas, and 25 years of language education of Black youth since Martin Luther King Elementary School Children v. Ann Arbor School District Board, this article revisits the key issues involve in those cases and urges educators and sociolinguists to work together to revise pedagogies. After reviewing what scholars have contributed, the author sugests the need for critical language awareness programs in the United States as one important way in which we can revise our pedagogies, nor only to take the students` language into account but also to account for the interconnectedness of language with the larger sociopolitical and sociohistorical phenomena that help to maintain unequal power relations in a still-segregated society. |
| Nama Pengarang | : | Walter R. Allen, H. Samy Alim, Marilyn Cochran-Smith |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-23 |
| Abstraksi Narasi | : | Affirmative action addresses disparities in higher education. recent trends threaten gains, resegregation is underway nationally. California outlawed affirmative action, the quality of K-12 education is declining, and prison construction is soaring. African American and Latino participation in higher education has declined; both groups are overrepresented in prisons and among the poor. Opponents pretend affirmative action threatens academic quality and promotes reverse discrimination. In fact, economic instability spurs efforts to defend status quo privilege. There is a clash of national ideologies, the American Dream versus White supremacy. Higher education must be a model for society in promoting equity, excellence, and diversity. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-21 |
| Abstraksi Narasi | : | The question of what counts as good education research has received a great deal of attention, but too often it is conceived principally as a methodological question rather than an ethical one. Good education research is a matter not only of sound procedures but also of beneficial aims and results; our ultimate aim as researchers and educators is to serve people`s well-being. For their research to be deemed good in a strong sense, education researchers must be able to articulate some sound connection between their work and a robust and justifiable conception of human well-being. There is a good deal of history and convention againts such a conception of researchers` work. We need to consider the conditions needed if that conception is to be realized. Among the conditions is a concerted and cooperative endeavor for moral education among researchers an the people with whom they work-a context where questions of well-being are foregrounded, welcomed, and vigorously debated. |
| Nama Pengarang | : | David N. Boote, Beile, Penny, Karl Hostetler |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-15 |
| Abstraksi Narasi | : | A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article sugests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined disertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education. Such scholarship is a prerequisite for increased methodological sophistication and for improving the usefulness of education research. |
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