| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29 - 31 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5 - 8 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9 - 13 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14 - 16 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Anthony E. Kelly, Raul Zaritsky, Woodie Flowers, Everett Rogers, Patrick O''Neill, Mindy Kalchman, Bruce D. Mccandliss, Peter Bryant, Cobb, Paul, Lehrer, Richard, Confrey, Jere, Leona Schauble, Andrea A. DiSessa, The design-based research collective, Sloane, Finbarr C., Stephen Gorard, Lobato, Joanne, Phillips, D.C., Shavelson, Richard J., Michael J. Feuer, Lisa Towne, Brenda Bannan-Ritland, Anthony E. Kelly |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 32 - 37 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-25 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Linda C. Tillman, Darling-Hammond, Linda, Youngs, Peter |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-12 |
| Abstraksi Narasi | : | This article contributes to discussions about culturally sensitive research approaches in qualitative research. The author argues that the use of culturally sensitive research approaches in research focusing on African Americans can use the cultural knowledge and experiences of researchers and their participants in the design of the research as well as in the collection and interpretation of data. The author presents a rationale for the use of culturally sensitive research approaches for African Americans, a theoretical framework for culturally sensitive research approaches, and a discussion of culturally sensitive research in practice. This article concludes by discussing some implications for teaching and practice in educational research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-27 |
| Abstraksi Narasi | : | The National Research Council report Scientific Research in Education claims to present an inclusive view of science as it responds to federal government attempts to legislate educational research. This author argues, however, that the report in fact narrowly defines science as positivism and methodology as quantative. These definitions are made possible by the outright rejection of postmodernism and the rejection by omission of other theories including queer, feminist, race, postcolonial, critical, and poststructural theories. The chief issue in this report is, in fact, not "science" but the larger issue of epistemology, from which methodologies like conventional science emerge. After using postmodern analyses to illustrate the danger of the report`s normalizing and totalizing discourse, this author urges researchers to be on guard againts those who would reject diverse epistemologies and methodologies in educational research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-36 |
| Abstraksi Narasi | : | This article describes how two teacher education service-learning programs illustrate alternative interpretations of scolarship. A tutoring-mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral-research institution are described relative to how each illustrates forms of scholarships as interpreted by Boyer (1990). We discuss how these forms of scholarship the scholarship of discovery, integration, teaching, and application relate to stated institutional mission and evaluation practices. Service-learning experiences for preservice teachers can have the multiple benefits of promoting an ethic of service and social responsibility, demonstrating excellence in teacher education, and exemplifying scholarly endeavors. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-14 |
| Abstraksi Narasi | : | The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration`s strategic plan in draft language for the reauthorization`s of the U.S. Office of Educational Research and Improvement. These initiatives pose a rare opportunity and formidable challenge to the field: What are the most effective means of stimulating more and better scientific educational research? In this article, which drwas on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research. Although the article focuses on scientific research as an important form of educational scholarship, the call for building a stronger sense of research community applies broadly. Specifically, the authors argue that the development of a scientific culture rests with individual researchers, supported by leadership in their professional associations and a federal educational research agency. |
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