| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-12 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-22 |
| Abstraksi Narasi | : | Two serious misunderstandings of Dewey`s pedagogocal and phisolophical views are discussed. The first, the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning, relates to how Dewey thought about the role of experience in knowledge acquisition. The second misunderstanding relates to Dewey`s stance on language. Viewing Dewey as an early supporter of the postmodernist linguistic turn in philosophy heralded by Rorty and others (i.e., that all knowledge is essentially linguistic) downplays Dewey`s unique ontological solution to the mind/world dilemma. This article focuses on the practical and theoretical consequences that follow from accepting these two erroneous interpretations of Dewey. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | A Indrasumunar, Gerald E. Sroufe, Rosalind Driver, Philip Scott, Richard S. Prawat, Phillips, D.C., Erick Smith |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-8 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Sternberg, Robert J., Joseph A. Horvath, Catherine Cornbleth, Dexter Waugh, Jane A. Stallings, Richard White |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-17 |
| Abstraksi Narasi | : | We call for a reconceptualization of teaching expertise, one grounded in a psychological understanding of how (a) experts differ from nonexperts, and (b) people think about expertise as they encounter it in real-world settings. To this end, we propose that teaching expertise be viewed as a category that is structured by the similarity of expert teachers to one another rather than by aset of necessary and sufficient features. A convenient way of thinking about such categories is in terms of a central exemplar or prototype (Rosch, 1978), and we believe that a protoype view can contribute in important ways to adialogue on expert teaching. Most importantly, a prototype view provides a way of thinking about expertise that incorporates standards (such that not every experienced practitioner is an expert) but also allows for variability in the profiles of individual experts. In this article , we outline a rudimentary model of prototype-based categorization and identify possible feature , drawn from psychological research, on which the family resemblance among expert teachers may be founded. We discuss several implications of the prototype view for understanding and fostering expertise among teachers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-26 |
| Abstraksi Narasi | : | Educational Researchers are using the Internet in a variety of ways. This article describes why and how to use E-mail, lists, file transfer protocol, and gophers. Special attention is paid to AERA`s lists and gopher. |
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