| Nama Pengarang | : | Ginette Delandshere, Anthony R. Petrosky, Anna Sfard, Constas, Mark A. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-24 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-33 |
| Abstraksi Narasi | : | Educators have developed many special classroom activities and collaborative projects based on the use of the World Wide Web. Critical attention to these initiatives is merited given the limited amount of substantive classroom research on learning devided from these projects. The vast majorit of published work is descriptive of technology implementation in classrooms or tends to be intuitive analyses of what works and what doesn`t work with students. The literature stops short of asking critical questions such as, ``Are these practices helping students, and, if so, how?`` or, ``How is the introduction of this technology changing pedagogical practices?`` I argue for a stronger research focus on aspects of learning and teaching as influenced by the use of the WWW and begin by describing salient characteristic of the Web regarding these issue. I also discuss three topics that can support a number of meaningful research questions about Web-supported learning: using the We for students inquiry, student communication via the Web, and the potential for qualitative research perspectives to elucidate issues of Web-based learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Viviane M.J. Robinson, Darling-Hammond, Linda, Mark Windschitl, Robert Donmoyer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-26 |
| Abstraksi Narasi | : | A much neglected reason for the limited contribution of research to the understanding and improvement of educational practice is the mismatch between educational research methodologies and the generic features of practice. Increasing the match requires an account of practice that clarifies its methodological implications. I propose a problem-based methodology (PBM) in which practices are treated as solutions to practical problems and explained by inquiry into the problem-solving processes that gave rise to them. Such inquiry is guided in PBM by a constraint inclusion account of a problem and a set of criteria for debating solution adequacy. The implications of this account for the conduct and contribution of educational research are developed through a detailed discussion of recent research on shool tracking. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-17 |
| Abstraksi Narasi | : | During the last 100 years, the history of education research has been marked by continuing contests among different groups, especially scholars of education, scholars in other fields and discipliness, school administrators, and teachers. To make sense of these contests, it is useful to understand them from a ``system-of-professions`` perspective in which professionalization is seen as an ongoing competition to secure jurisdictionin particular domains of human service. Viewed this way, the history of education research suggests thta the development of wide support for education research will depend on surmounting the jurisdictional challenges that have heterofore precluded sustained agreement about the methods and focus of the field. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-35 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Popkewitz, Thomas S., Johnnie Johnson Hafernik, Dorothy S. Messerschmitt, Stephanie Vandrick, Ellen Condliffe Lagemann, Robert Donmoyer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-29 |
| Abstraksi Narasi | : | In the past decade, important struggles about the production of knowledge have taken place in history, the social sciences, and education. These struggles involve more than the ``knowledge interests`` that Habermas pointed to in the 1970s; instead, they point to important epistemological ruptures in the doctrines of ``reason`` that have dominated social and political debates since the late 19th century. This questioning reaches into the presuppositions of progress and power underlying intellectual work. This article explores some of the main features of the controversies about knowledge by turning first to certain assumptions that guided social theory at least since the 19th century. The assumptions relate, for example, to the focus on human action (and agents) as purpose or explanation of theory, to the conceptualization of space and time, to the introduction of change as a problem of the administration of time (the control of process and development), and to the inscription of political and social doctrines of progress into science. My interest here, however, is not only in the disciplinary struggles, but also in the changing social conditions that make these debates possible. I look at the systems of reasoning in educational studies as social practices-what I have previously called `` a social epistemology.`` When we examine current discussions against 19th century assumptions about social theory, we are able to understand that the stakes of educational research are social and political as well as epistemological. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-23 |
| Abstraksi Narasi | : | - |
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