| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 35-37 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-20 |
| Abstraksi Narasi | : | Over the last several decades, positivist-behaviorist approaches to social and educational research have been on the decline, whereas interpretivist approaches have been on the rise. As a result of this ``interpretive turn,`` the old debate between positivism and interpretivism (and central to the quantitative-qualitative debate) has diminished in intensity only to be replaced by a new debate within interpretivism. This article characterizes the new debate in terms of postmodernists-who would abandon the emancipatory project of modernity as fatally flawed-versus transformationists-who would modify this project and endeavor to see it through. Among the conclusions advanced is that the differences between these two general perspectives tend to be overdrawn, particularly when philosophical avowals are measured against the requirements of practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-35 |
| Abstraksi Narasi | : | The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about intrucsional design. While the imperative to use communication technologies to increase learner access is laudable, the question of ``access to what?`` should also be addressed in all of its complexity. Disparate terrains of new literature about teaching and learning, technology and corporeality can bring fresh perspectives to bear on the nature of pedagogical work. However, such literatures are rarely brought together. In this article, the authors work across aspect of learning theory, critical theory, and poststructuralism to explore the question, ``access to what?`` In so doing, they raise important questions about the embodied nature of teaching and learning and the potential of both ``embodied`` and ``disembodied`` teaching to produce and counter marginalization. The argument is that all decisions about the appropriateness of particular pedagogical practices must engage with such questions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 43 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-12 |
| Abstraksi Narasi | : | In this article, I argue that key characteristics of educational knowledge both constrains and enable the work of educational researchers, as producers of this knowledge, in distinctive ways. Educational knowledge is soft (vs. hard), applied (vs. pure), and provides use value (vs. excchange value). As a result, knowledge production in education is organized in a manner that is structurally egalitarian and substantively divergent. Some consequences of this are negative: For example, educational researchers find themselves unable to speak authoritatively about their field and feel pressure to imitate unproductive forms of intellectual practice. Other consequences are positive: For example, they have the potential for speaking to a wide lay audience and for participating in a relatively open and unregulated mode of scholarly production. |
| Nama Pengarang | : | Susan M. Tescione, David F. Labaree, David Kirshner, James A. Whitson, Marilyn J. Haring, Erica McWilliam, Peter G. Taylor, Howe, Kenneth R., Gene V. Glass |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-43 |
| Abstraksi Narasi | : | Women researchers sometimes use their birth names as middle names or employ hyphenation of the birth name and the married surname in their professional lives. However, this practice, when combined with other factors, can inhibit dissemination of their published work. These factors include ERIC`s policy of listing writers by ``first author and others`` and the APApolicy of listing cited references by last name and first initials. The Institute for Scientific Information`s citation software uses ``first author only`` by last name and initials to locate citations. Because published articles and citation counts are used as indicators of the caliber of candidates these established policies can be detrimental to tenure and promotion decisions for women researchers. A reexamination of these database policies can benefit women researchers. Recommendations include steps that women can take to improve the indexing of their work. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-17 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Martyn Hammersley, Banks, James A., Stanley Pogrow |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-21 |
| Abstraksi Narasi | : | - |
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