| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-10 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-16 |
| Abstraksi Narasi | : | Ten Myths and countermyths about intelligence are considered, as well as what is currently our best account of the truth. We need to be circumspect in our claims for tests of intelligence and for what intelligence can tell us about people in general. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-25 |
| Abstraksi Narasi | : | This editorial / essay functions on at least two levels. At the most obvious level, it is an attempt by the Educational Researcher`s new Features Editor to figure out how to play the gatekeeper role at a time when there is little consensus in the field about what research is and what scholarly discourse should look like. Specific policies, procedures, and decision rules are articulated to guide the manuscript review process. The problems and issues confronting an editor of one of the field`s major scholarly journals, however, can also be seen as representative of the types of problems and issues confronting others who play pther sorts of roles in the field. Consequently, many of the issues discussed (e.g., the significance of discourse style, the inadequacy of the qualitative/quantitative distinction, the problems with the Balkanization response) can be transferred to other situations beyond this particular case. |
| Nama Pengarang | : | Thompson, Bruce, Robert Donmoyer, Sternberg, Robert J., Jane Roland Martin |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-30 |
| Abstraksi Narasi | : | The Present comment reviews practices revolving around tests of statistical significance. First, the logic of statistical significance testing is presented in an accessible manner; many people who use statistical tests might not place such a premium on the tests if these individuals understood what the tests really do, and what the tests do not do. Second, the etiology of decades of misuse of statistical tests is briefly explored; we must understand the bad implicit logic of persons who misuse statistical tests if we are to have any hope of persuading them to alter their practices. Third, three revised editorial policies that would improve conventional practice are highlighted. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-34 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-19 |
| Abstraksi Narasi | : | Drawing on case vignettes of teachers at work, this article revisits how to conceptualize and represent teachers` voices and the teacher`s voice in educational research, and in dialogue about educational change more generally. Though the article argues that representing and sponsoring teachers` voices should remain an important research priority, it also criticizes how much of the lierature in this area selects and portrays particular teacher voices has tended to represent them in a decontextualized way-in isolation from other (dissimilar) teachers, from the contexts of teaching which give rise to those voices, and from other (nonteacher) voices that also have legitimate if sometimes discrepant things to say about teaching and learning. The result has been that the teacher`s voice has often been unduly romanticized. More comparative and contextualized studies of teachers` voices, and of other voices alongside them,it is argued, would avoid such dangers of romanticization. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Pamela A. Moss, Gerald W. Bracey, Andy Hargreaves, Cooper, Harris |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-28 |
| Abstraksi Narasi | : | In this article, I argue that the theory and practice of educational measurement would benefit by expanding the dialogue among measurement professionals to include voices from research traditions different from ours and from the communities we study and serve. To that end, I explore a critical dialectic between a naturalist conception of social science, from which the tradition of educational measurement has evolved, and an interpretive conception of social science. By moving between theory and concrete illustrations, I contrast the ways in which the interpretations are typically constructed and grounded within the different traditions and consider the ethical and political consequences of these epistemological choices. This contrast among research traditions reflects an exercise in what Messick (1989) calls a ``Singerian`` mode of inquiry, where one method of inquiry is evaluated in terms of another to highlight the assumptions and values underlying each. The dialectic implied in such a reciprocal critique-particularly when undertaken with the respectful intent of comprehending the alternative perspective as fully as possible (Bernstein, 1992)-provides a generative model through which assessment theory and practice can evolve. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-17 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-26 |
| Abstraksi Narasi | : | - |
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