| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-11 |
| Abstraksi Narasi | : | Performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the past several decades. during that period, the health professions have seen a variety of performance-based assessment methods come and go, and some hard lessons have been learned from the many studies and frequent missteps. This article shares some of those lessons, using four performance-based assessment methods as examples; written clinical simulations (more commonly termed patient mangement problems), computer-based clinical simulations, oral examinations, and standardized patients ("live" simulations). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-17 |
| Abstraksi Narasi | : | Student role redefinition is a critical, but overlooked, link between change s brough about by educational reforms and the realization of desired student results. Although the reform literature is well-stocked with ideas about what facilitates role change in adults, it is nearly silent with respect to students. This is surprising, given that most reforms maintain stringently that students` customary ways of acting wil have to change for them to be prepared to assume a constructive place in the real world. If students do not receive training, assistance, and support from researchers and reformers as they make the transition between current expectaions and future ones, they will be no more likely to embrace new roles than are adults under the same conditions. |
| Nama Pengarang | : | Amy Stuart Wells et al, Dick Corbett, Bruce Wilson, Robert L. Linn, David B. Swanson, Norman, Geoffrey R. , Gus Douvanis, John Brown, Jean W. Prierce, Robert Blomeyer, T. Michael Roberts |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-24 |
| Abstraksi Narasi | : | This article presents the story of our research team`s efforts to conduct a multisite case study of 10 raqcially mixed schools engaged in efforts to reduce ability grouping or tracking. Although the politics of education research and our own theoretical framework told us that detracking reform is strongly influenced by the politics and norms in the local school community, we were not sure how to study a school-level change while examinig the broader context of that change. We learned over the course of our study to build outward from the school site into the local community, and co-construct the boundaries of our cases with the help of our respondents. As a result, we discovered that the boundaries of each case and the differences in the shape and size of each case are as much a finding as they are a methodological consideration. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-23 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Michael S. Knapp, Gerald Sroufe et al, Kate Lenzo |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-16 |
| Abstraksi Narasi | : | Researchers and evaluators confront difficult challenges in studying comprehensive, collaborative services for children and families. Thes challenges appear in the interaction of multiple professional perspectives, specification of independent and dependent variables, attribution of effects to causes, an dsensitive nature of the programmatic treatment. Given limited knowledge about these complex interventions, they will best be understood through studies that are strongly conceptualized, descriptive, comparative, constructively skeptical, positioned from the bottom up, and (when appropriate) collaborative. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-32 |
| Abstraksi Narasi | : | - |
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