| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-31 |
| Abstraksi Narasi | : | Education research is an interdisciplinary effort long characterized by methodological diversity. Why, then, do we hear an urgent call for mixed methods now? Apparently, a recent shift in the applied research agenda has fostered concern that methodological pluralism is at risk. In this article, the author argues that (a) a focus on evaluating the efects of instructional interventions is entirely appropriate given current policy dilemmas; (b) randomized experiemnts are the gold standard for assessing these effects; but (c) the success of the effort depends on a well-integrated, methodologically diverse research effort. He sketches how diverse methods might be combined and how a healthy scientific community might collaborate to generate adequate funding to support this vital enterprise. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 32-38 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-24 |
| Abstraksi Narasi | : | Federal policy tools for gathering evidence on ``What Works`` in education, such as the What Works Clearinghouse`s (WWC) standards, emphasize randomized field trials as the preferred method for generating scientific evidence on the effectiveness of educational programs. This article argues instead for extended-term mixed-method (ETMM) designs. Emphasizing the need to consider temporal factors in gaining thorough understandings of programs as they take hold in organizational or community settings, the article asserts that formal study of contextual and site-specific variables with multiple research methods is a necessary prerequisite to esigning sound field experiments for making generalized causal inferences. A theoretical rationale and five guiding principles for making generalized causal inferences. A theoretical rationale and five guiding principles for ETMM designs are presented, with suggested revisions to the WWC`s standards. |
| Nama Pengarang | : | Jian Wang, Emily Lin, Chatterji, Madhabi, Shawn Malia Kana`iaupuni, Raudenbush, Stephen W. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | Chinese students often outperform U.S. students on international tests in mathematics. Chinese students` mathematics performances are assumed to be related directly to their teachers` deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics curriculum and policies. The authors examine this theoretical assumption through a systematic review of relevant literature and attempt to identify the relationship between Chinese students` mathematics performance and the factors that contribute to their achievement. On the basis of their review, the authors raise questions about the assumption and propose research that can lead to a better understanding of the relationship between the quality of students` mathematics learning and the contexts in which their learning occurs. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-22 |
| Abstraksi Narasi | : | In this article, the authors make an attempt to operationalize the notion of identity to justify the claim about its potential as an analytic tool for investigating learning. They define identity as a set of reifying, significant, endorsable stories about a person. These stories, even if individually told, are products of a collective storytelling. The authors` main claim is that learning may be though of as closing the gap between actual identity and designated identity, two sets of reifying significant stories about the learner that are also endorsed by the learner. Empirical illustration comes from a study in which the mathematical learning practices of a group of 17-year-old immigrant students from the former Soviet Union, newly arrived in Israel, were compared with those of native Israelis. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-27 |
| Abstraksi Narasi | : | Conducting qualitative research on topics that are emotionally laden can have a powerful impact on the researcher. Recent literature addresses the essential nature of the emotional connection that must be part of the qualitative research process. However, for the most part, it neglects the issue of self care strategies for the researcher that are appropriate under these circumstances. Based on the author`s experience in researching the self-directed learning of breast cancer patients and on the limited literature that is available, this article addresses these important topics and calls for increased awareness of these issues and their significance in the preparation of novice researchers. |
| Nama Pengarang | : | Margaret Eisenhart, Robert L. DeHaan, Kathleen B. Rager, Anna Sfard, Anna Prusak |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | Finding improved ways to train education researchers has taken on new urgency as federal legislation such as the No Child Left Behind Act of 2001 and the Education Sciences Reform Act of 2002 call for ``scientifically based research in education.`` The authors of this article suggest an approach to socializing doctoral students to a common ``culture of science`` (a set of norms for scientific inquiry) and preparing them for interdisciplinary studies that span the natural and social sciences. Drawing on developments in the fields of neuroscience, sociology of natural science, and the learning sciences, the authoirs argue for an approach to doctoral training that is consistent with a broad definition of scientifically based research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-24 |
| Abstraksi Narasi | : | In this article, the author recommends that we consider how inquiry can facilitate the search for a deep politic. Using an epistemology that shifts between education and aesthetics, the search for a deep politic is based on our human potential to interrogate and (re) imagine everyday politics. By doing so, the author argues, it is possible to see anew and move beyond the status quo to the ``not yet`` without being completely immersed in the normative traditions of the present and past. Linking our ability to ``see`` everyday politics with our human ability to imagine and create facilitates a process of change that sits uneasly with the categories, structures, and relationships that tie us to the current constructions of our life-worlds. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-14 |
| Abstraksi Narasi | : | Curriculum materials for Grades K-12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K-12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher`s knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. There heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers` practice. The authors explore challenges in the design of educative curriculkum materials, such as the tension between providing guidance and choice. |
| Nama Pengarang | : | Gary Natriello, Brian V. Carolan, Davis, Elizabeth A., Andrew Gitlin |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-33 |
| Abstraksi Narasi | : | To investigate the process through which the educational research community can become more vibrant and cohesive, the authors of this article ask: How can the numerous networks that constitute the field of educational research be analyze in an effort to understand and influence the pattern through which knowledge of educational phenomena are exchanged? The authors contend that understanding these complex networks will illuminate the dynamic processes through which community members identify with one another, researchers collaborate, and ideas connect-three social processes that shape replication and generalization efforts. The authors outline three ways in which examinating the fields members and products can be use to move closer to the ambitious yet attainable goal of establishing an academic community that exchanges information in ways that allow others to confirm, extend, and generalize research findings. |
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