| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-17 |
| Abstraksi Narasi | : | In this article, I argue that state-mandated tests should focus on critical thinking, defined as careful argumentation. This would mitigate the primary criticism of such tests-that they drive and instructional focus on rote factual learning. Conceptualizing critical thinking in terms of argumentation provides a simple, useful way to focus instruction and assessment according to the type of critical thinking that appears to be valued in the workplace. I give an example of how this concept could be translated into a forced-choice tests item. A tests that combines both open-ended and forced-choice items could be used to assess critical thinking in a practical, cost-effective way. If one accepts the premise that tests drive curriculum and instruction, perhaps the easiest way to reform instruction and improve educational quality is to construct better tests. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-12 |
| Abstraksi Narasi | : | The race question that appears perhaps most in American achievement talk (``How and why do different `race groups` achieve differently?``) is also our most often deleted race question, as it provokes our most difficult explanations. While American s think about school achievement routinely in racial terms, this article suggests, whether or not we describe achievement publicly in racial terms depends upon who is listening. Expanding from an ethnographic study of a school and district in California, this article examines how adults both asked repetitively how achievement was linked to race and repetitively suppressed this very question. It also begins to explore the role educational research plays in these dynamics of talk and silence. An explanatory habit of framing isolated players as particularly responsible for racial patterns, I suggest, appears throughout both professional and lay analysis. Indeed, schooling analysts seem to name existing racial patterns primarily when holding other players responsible for them. In failing to frame racial achievement patterns as communal productionss, however, we precudle joint discussions of how exactly these racial patterns might be avoided. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-26 |
| Abstraksi Narasi | : | The use of the Web and other computer-based technologies in classrooms has become quite prevalent. Previous Research News and Comment discussions have presented the opportunities for research and practice that ac-company these relatively new tools for classrooms. This article presents a perspective that has garnered less attention in discussions of these new learning environments-learner characteristics. Contemporary theories in educational psychology present important implications for learning in this new environment. This article will address two learner characteristics deemed important in mainstream educational psycology literature, epistemologycal belief and self-regulatory skills. Following the lead of previous articles, this article will also address the implications for access to education and learning. |
| Nama Pengarang | : | James G. Henderson, Kendall Hartley, Lisa D. Bendixen, Mica Pollock, Stuart S. Yeh |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-21 |
| Abstraksi Narasi | : | The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengthts and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map-an electric adaptation of seven ancient forms of inquiry-is designed to help educators negotiate the ``terrain`` of democratic wisdom, which is understood as a demanding professional challenge incorporating disciplined inquiry, democratic hermeneutics and human artistry. The daily enactment of democratic inquiry artistry can assist educational researchers by informing ethical-political decisions and by advancing the integration of the science and art of education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-15 |
| Abstraksi Narasi | : | Many higly politicized debates about reforming teacher education are embedded within two larger national agendas: the agenda to professionalize teaching and teacher education, which is linked to the K-12 standards movement, and the movement to deregulate teacher preparation, which aims to dismantle teacher education institutions and break up the monopoly of the profession. In this article, the authors analyze how these two agendas are publicly constructed, critiqued, and debated, drawing on public documents from each side and using the language and arguments of the advocates themselves. The authors argue that, despite very different agendas, the discourse of both deregulation and professionalization revolves rhetorically around the establishment of three interrelated warrants, which legitimize certain policies and undermine others. Taken together, what Cochran-Smith and Fries label ``The evidentiary warant,`` ``the political warrant,``and ``the accountability warrant,`` are intended by advocates of competing agendas to add up to ``common sense`` about how to improve the quality of the nation`s teachers. The authors conclude that in order to understand the politics of teacher education and the complexities of competing reform agendas, their underlying ideals, ideologies, and values must be debated along with and in relation to ``the evidence`` about quality. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Margaret Eisenhart, Gustavo E. Fischam, Marilyn Cochran-Smith, Mary Kim Fries |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-27 |
| Abstraksi Narasi | : | This paper addresses an issue that constantly plagues all social science research: How should we adjust our conceptual orientations and methodological priorities to take into account apparently changing human experiences and priorities? take up this issue in the form of three ``muddles,`` or confusing situations, that confront me as an ethnography trying to work in today`s contentious educational research atmosphere. In my case, the three muddles concern the meaning of ``culture,`` the enthusiasm (or not) for ethnography; and the reseacher`s responsibility to those she writes about and hopes to help. First, I describe each muddle. Then I try to ``tidy them up,`` at least enough to give some direction to may fiture work. I find that some familiar ideas about culture, ethnography, and researcher responsibility are still very useful, but they should be thought about in new ways in light of present circumstances. [There are images that evoke] connections in the world today that make [those images] useful to think with. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-21 |
| Abstraksi Narasi | : | Student scores from the Third International Mathematics and Science Study (TIMSS) have been employed as a benchmark to measure school effectiveness in many districts across the United States. Bracey (2000) discussed the TIMSS results t the high school level. This article focuses on an in-depth examination of student performance from the TIMSS primary and middle school studies. The data analyses show substantial uncertainty of the country rankings from the released TIMSS reports. Other technical issues hinge on the instrument construction, curricular inequivalency, and statistical outliers. These analyses raise concerns about the use of the TIMSS benchmark for school reforms in the U.S. Taken together, these concerns have important implications for interpretation and use of the Timss results. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-15 |
| Abstraksi Narasi | : | Policy debates in the U.S.are increasingly informed by use of internationally generated, comparative data. Many arguments revolve around whether or not such comparison makes ``cultural sense`` or whether specific educational activities that appear successful in one nation are ``culturally appropriate`` in another. These arguments clash with the work of anthropologists and sociologists who demonstrate that global cultural dynamics influence national patterns of schoolingaround the world. Using both the survey and case study data from the Third International Math-Science Study (TIMSS), we examine the working conditions and beliefs of teachers in Japan, Germany, and the U.S. in order to assess the relative marits of competing theoreical perspectives. We find some differences in how teachers` work is organized, but similarities in teachers` belief patterns. We find that core teaching practices and teacher beliefs show little national variation, but that other aspects of teachers` work (e.g., non-instructional duties) do show variation. We show that models of national cultures of learning or ``national teaching scripts`` may overemphasize cultural differences and underestimate the impact of institutional isomorphism in schooling. We argue that rather than change values, educational policy will be best served by identifying specific features of teacher work and analyzing how to improve these working conditions. |
| Nama Pengarang | : | Joe Becker, Maria Varelas, Gerald K. LeTendre, David P. Baker, Motoko Akiba, Jianjun Wang |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-23 |
| Abstraksi Narasi | : | In the March 1997 Educational Researcher, Rheta DeVries presented a thought-provoking account of the social factors in Piaget`s conceptualization of intellectual development, primarily in his early works. However, DeVries ignored the fact that inthese early writings Piaget made language an integral part of his ideas on intellectual development. DeVries`s elision is unfortunate for two reasons. First, it raises an issue of validity: Are we justified in simply discarding the linguistic element of these writings? Second, DeVries missed the opportunity to show how Piaget`s early ideas on the role of language might be relevant to contemporary interest in socio-cultural aspects of development. |
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