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Theory Illuminates (and Conceals): A Response to the Critique by Samantha Caughlan
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Educational Researcher |
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17-19 |
| Abstraksi Narasi |
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Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis
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Educational Researcher |
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3-13 |
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This article responds to recent calls for greater clarity and transparency regharding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors adress key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate how they applied grounded theory to this complex and sensitive topic. Emphasizing the social nature of decision making in special education, the authors point to the appropriateness of qualitative methods to the investigation of such issues. |
Considering Pastoral Power: A Commentary on Aaron Schutz`s ``Rethinking Domination and Resistance: Challenging Postmodernism``
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Samantha Caughlan, Beth Harry, Keith M. Sturges, Janette K. Klingner, Aaron Schutz |
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Educational Researcher |
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- |
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14-16 |
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Unlabeling the Disabled: A Perspective on Flagging Scores From Accomodated Test Administrations
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Educational Researcher |
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3-12 |
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Accomodations to standard test administrations are granted on many tests for students who have one or disabling conditions.
In some instances, students scores from these nonstandard administrations are ``flagged`` to caution those who interpreted the test score that the test was not administered under typical conditions. The practice of flagging such test scores is contentious. Some argue that it essentially informs other that a student has a disability and creates the opportunity for bias againts the student. Others argue that such scores must be flagged to be fair to those who took the test under standard conditions and to promote valid test score interpretations. This article reviews the psychometric issues regarding the flagging issue and discusses the guidance provided by the Standards for Educational and Psychological Testing. Research in this area related to college admission testing is also reviewed and suggestions for avoiding the flagging issue in the future are provided. This review lends support to the recent decisions by several testing agencies to discontinue flagging practices. |
The Role of Recess in Children`s Cognitive Performance and School Adjustment
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Anthony D. Pellegrini, Catherine M. Bohn, Stephen G. Sireci |
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Educational Researcher |
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13-19 |
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The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors` position is embedded in the larger debate about school accountability; they argue that school policy should be based on the best theory and empirical evidence available. They support their argument for the importance of recess with thery and with experimental and longitudinal data showing how recess breaks maximize children`s cognitive performance and adjustment to school. |
What is an expert student
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Educational Researcher |
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5 - 9 |
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Transitions and trajectories for studies of expertise
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Educational Researcher |
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21 - 25 |
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The development of expertise: the journey from acclimation to proficiency
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| Nama Majalah/Jurnal |
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Educational Researcher |
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10 - 14 |
| Abstraksi Narasi |
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Commentary: Reconceptualizing school learning using insight from expertise research
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| Nama Majalah/Jurnal |
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Educational Researcher |
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26 - 29 |
| Abstraksi Narasi |
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Cognitive ability and non-ability trait determinants of expertise
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| Nama Majalah/Jurnal |
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Educational Researcher |
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| Nomor Halaman |
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15 - 20 |
| Abstraksi Narasi |
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