| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-18 |
| Abstraksi Narasi | : | This response explores three different ways to ``read`` Butin`s commentary-reading with insistence, reading for resistance, and reading beyond-and argues that each reading makes possible different contributions to anti-oppressive educational research and practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-16 |
| Abstraksi Narasi | : | Kumashiro (2001) argues that the ``posts`` perspectives-poststructuralism, postmodernism, and postcolonialism-are useful in furthering an anti-oppressive education in the core disciplines. This response elucidates some of the shortcomings of Kumashiro`s article, namely its misinterpretation of notions of oppression, rationality, and the individual within a ``posts`` perspective. A foucauldian lens is employed to provide an alternative means by which to further a more constructive and less constrictive classroom environment. Specifically, this article suggests that a ``posts`` classroom must work under the construct of a ``weak overcoming`` that focuses on the structure of schooling and the organization of classroom practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-21 |
| Abstraksi Narasi | : | This comment applauds the blending of global culture and national culture perspective. It proposes a more systematic synthesis and discusses what it means to take both transnational parallels and cultural variation seriously. |
| Nama Pengarang | : | Gerald K. LeTendre, Motoko Akiba, David Baker, Kathryn M. Anderson-Levitt, Dan W. Butin, Kevin K. Kumashiro, Ivor A. Pritchard, Thompson, Bruce |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-23 |
| Abstraksi Narasi | : | Anderson-Levitt raises several useful issues about our recent article on global versus national cultures, institutionalization, and comparative analysis of teaching in three nations. In this response, we clarify some of our arguments and illustrate some of our differences in emphasis from Anderson-Levitt. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-11 |
| Abstraksi Narasi | : | This article describes the efforts at the University of California, San Diego to increase campus diversity by developing collaborative school-university partnerships with 18 local elementary and secondary schools in low-income, urban communities. Education research on school reform and sociology of education are drawn from to help examine the process of developing partnerships. This research provides a theoretical lens to study how multiple contexs (e.g., schools, districts, and the university) shape partnership work and the extent to which partnerships succeed in increasing the pool of underrepresented students eligible for the university. Data from fieldnotes, formal and informal interviews, documents, and video-taped presentations and student focus groups are discussed. This approach goes beyond traditional outreach and focuses more broadly on facilitating equity-minded school reform through collaborative school-university partnerships. The data shows that a collaborative partnerships model can increase college-going outcomes for underrepresented students and promote equitable change in school structures and climate. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-20 |
| Abstraksi Narasi | : | Charles S. Johnson, the first Black president of Fisk, encouraged integration both in the racial sense and through the inclusion of a broader range of experiences within the college curriculum. This article examines Johnson`s understanding of art as a tool for advancement, developed during his years as a promoter of African-American art and literature during the Harlem Renaissance.It explores the ways in which Fisk`s art collection and cultural programs were used, and their intended effect on students and campus life. In particular, the article demonstrates the unique role of these programs in building a sense of identity among students and expanding the worldview of people of varying races and ethnicities. |
| Nama Pengarang | : | Bennett, Christine I., Marybeth Gasman, Edward Epstein, Susan Yonezawa, Makeba Jones, Elizabeth Ballesteros |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-29 |
| Abstraksi Narasi | : | Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P-12), complete their baccalaureate degree, and obtain teaching licensure in Indiana. A conceptual framework based on theories of campus climate and integrated pluralism, ethnic identity development, and teaching for social justice guides program development and inquiry. Longitudinal research since 1996 has identified four main themes that help explain the Project TEAM experience (a) creating community among students of color to mediate an alienating campus climate at a predominantly White University, (b) strengthening ethnic identity and an understanding of an ability to deal with racism, (c) working for social justice through multicultural education, and (d) professional development and commitment to teaching as a profession. This article provides an overview of program development, research methodology, and findings associated withthe four themes as well as program success in recruiting, supporting, and graduating students of color. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-32 |
| Abstraksi Narasi | : | Three position statements are reviewed with respect to their changing treatment of literacy: two versions of Developmentally Appropriate Practice (Bredekamp, 1987;Bredekamp & Copple, 1977) and learning to read and Write: Developmentally Appropriate Practices for Young Children (IRA & NAEYC, 1988). Such position statements are then compared to the National Association for the Education of Young Children (NAEYC) Accreditation Criteria and Procedures (1984, 1991a), the NAEYC Guide to Accreditation (1985, 1991b, 1998), and the two major research tools used to assess the quality of early childhood classrooms: Early Childhood Environmental Rating Scale (Harms & Clifford, 1980; Harms, Clifford, & Crryer, 1998), and Classroom Profile (Abbott-Shim & Sibley, 1987).While NAEYC has dramatically changed its recommendations regarding the importance of direct literacy instructions, accreditation procedures and research tools pay very little attention to such instructions. Programs can be accredited and even rated superior despite failing to provide the kind of rich language and literacy environment researchers have demonstrated to be necessary in order that all children learn to read and write. Alternative approaches to evaluating language and literacy instruction are described. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-12 |
| Abstraksi Narasi | : | Racial and ethnic achievement gaps narrowed substantially in the 1970s and 1980s. As some of the gaps widenedin the 1990s, there were some setbacks in the progress the nation made toward racial and ethnic equity. This article offers a look below the surface at Black-White and Hispanic-White achievement gap trends over the past 30 years. The literature review and data analysis identify the key factors that seem to have contributed to bifurcated patterns in achievements gaps. The conventional measures of socioeconomic and family conditions, youth culture and student behavior, and schooling conditions and practices might account for some of the achievement gap trends for a limited time period or for a particular racial and ethnic group. However, they do not fully capture the variations. This preliminary analysis of covariations in racial and ethnic gap patterns across several large data sets has implications for future research on the achievement of minority groups. |
| Nama Pengarang | : | Alan H. Schoenfeld, Jaekyung Lee, Dickinson, David K. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-25 |
| Abstraksi Narasi | : | ``Mathematics Education is a civil rights issue,`` says civil rights leader Robert Moses, who argues that children who are not quantitatively literate may be doomed to second-class economic status in our increasingly technological society. The data have been clear for decades: poor children and children of color are consistently shortchanged when it comes to mathematics. More broadly, the type of mathematical sophistication championed in recent reform documents, such as the National Council of Teachers of Mathematics` (2000) Principles and standards for School Mathematics, can be seen as a core component of intelligent decision making in everyday life, in the workplace, and in our democratic society. To fail children in mathematics, or to let mathematics fail them, is to close off an important means of access to society`s resources. This article discusses the potential for providing high quality mathematics instruction for all students. It addresses four conditions necessary for archieving this goal: high quality curriculum; a stable, knowledgeable, and professional teaching community; high quality assessment that is aligned with curricular goals; and stability and mechanisms for the evolution of curricula, assessment, and professional development. The goal of this article is to catalyze conversations about how to achieve sustained, beneficial changes. |
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