| Nama Pengarang | : | Don R. Morris, Michelle D. Young, James Joseph Scheurich, Robert Donmoyer, N. L. Gage, William W. Cooley, Michael Scriven |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-26 |
| Abstraksi Narasi | : | This commentary-a response to an earlier comment by Alexander, Murphy, and Woods in this journal-considers the question of the high turnover in educational innovations. Rather than seeking answers in the preferences and preparations of educators, it is argued that the high mortality rate of innovations is a function of their operation within an environment of institutionalized organizations. It is suggested that improving the performance of innovations will require understanding education as a dynamic system. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-26 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-15 |
| Abstraksi Narasi | : | In recent years, a new perspective has challenged the conventional wisdom that U.S. students do poorly in international assessments. It holds that sampling biases and a different curricular arrangement have made U.S. achievement appear low and that a focus on rankings has masked what are really small achievement differences among countries. To assess this perspective, I review evidence from the major international assessments of the past two decades, including the recent Third International Math and Science Study (TIMSS). I argue for a middle ground. U.S. Performance has not been consistenly poor, but varies by subject and grade. Ranks sometimes have exaggerated differences, but even developed countries often differ greatly in achievement. Contrary to a common misconception, the assessments have not unfairly compared the mass of U.S. students to small academic elites in other countries. Our poor math performanceis not a simplematter of selection bias or course sequening, but also reflects real deficiencies in curricular focus and teaching. These have been linked to our assembly-line cultural conception of knowledge and schooling. To ground the international findings, I summarize evidence on domestic indicators. Although trends have been generally stable, U.S. student achievement has been weak for several decades. Fundamental schools reform is warranted. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-17 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Lawrence C. Stedman, David P. Baker, Lawrence C. Stedman, Gerald W. Bracey, Robert Donmoyer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-24 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-21 |
| Abstraksi Narasi | : | - |
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