| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-25 |
| Abstraksi Narasi | : | Reading Recovery, a program in which teachers tutor first graders, has been implemented extensively in the United States over the past decade. This review summarizes seven aspects of the available data from Reading Recovery in the United States: (a) nature of the reading tasks, (b) characteristics of tutees, (c) student accomplishments as first graders, (d) maintenance of student accomplishments through Grade 4, (e) student-teacher ratio, (f) cost-effectiveness, and (g) teacher effectiveness and retention. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-14 |
| Abstraksi Narasi | : | Major changes in the nature and context of assessment are underway that have potential implications for technical measurement standards. Three particularly notable changes are (a) the expanded role of the federal government, (b) the increased emphasis on standards, and (c) the major increase in reliance on performance-based assessments. These changes provide the context for the recently launched effort to revise the Standards for the Educational and Psychological Testing. Implications of these and other changes for the revision of the Standards are discussed. |
| Nama Pengarang | : | Robert L. Linn, Elfrieda H. Hiebert |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-12 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-33 |
| Abstraksi Narasi | : | For some thirteen centuries, the Chinese government recruited its officials through an intricate system of examinations.... The purpose of the examination systems was, first, to break up the hereditary aristocracy and, second, to collect talent for the state. " The world`s men of unusual ambitions have been trapped in my bag!" boasted the emperor T`ai-tsung (627-649) after watching a procession of new graduates. (Walzer, 1983, p.140). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-26 |
| Abstraksi Narasi | : | A metaphor of qualitative research as jazz is developed to illuminate qualities embedded in processes of qualitative inquiry. The jazz metaphor creates a pathaway for making explicit the tacit understandings that enable us to make our way as researchers without fully orchestrated scores. As jazz is guided by a deep structure of chord progressions and themes, qualitative inquiry is guided by epistemological principles, socially constructed values, inquiry focuses, and findings emerging through analytic methodologies such as constant comparison. |
| Nama Pengarang | : | Susan S. Klein et al, Penny Oldfather, Jane West, Howe, Kenneth R., Ann L. Brown |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-21 |
| Abstraksi Narasi | : | Many contributors to this article started their journey to increase gender equity in education around 1972, when federal title IX legislation was passed. Title IX prohibits discrimination on the basis of sex in educational programs or activities receiving federal financial assistance. this article discusses progress and future possibilities for additional useful research. After reviewing relevantgoals, we address equity issues in the areas of education workforce; student educational attainment and career achievement; formal curricula (including content and testing); and informal curricula (including classroom interaction, singlesex environments, sexuality, and family and chil care issues). Althought there has been progress in attaining equity goals in some of these areas, we conclude that there are many continuing inequities that merit exploration and resolution by educational researchers and practitioners. Additionally, there is a need for more systematic development agenda and a supportive national infrastructure to fund, promote, deliver, and achieve gender equity in education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-20 |
| Abstraksi Narasi | : | Currently, considerable debate focuseees on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumtions that initiate this apparent forced choice between constructivist and sociocultural perspectives. In contend that the two perspectives are complementary. also, claims that either perspective captures the essence of people and communities should be rejected for pragmatic justifications that consider the contextual relevance and usefulness of a perspective. I argue that the sociocultural perspective informs theories of the conditions for the possibility of learning, whereas theories of the conditions for the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 34-35 |
| Abstraksi Narasi | : | - |
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