| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 7-12 |
| Abstraksi Narasi | : | I present the theses that current educational practices underestimate the magnitude of diversity in educational achievement and that disregarding diversity has the effect of widening the range of differences. I suggest that diversity in the rate of growth of capacity to process increasingly complex tasks partly underlies achievement differences. I propose a transactional model of the interaction of capacity differences and curriculum taught resulting in failure to achieve academic skill mastery by unnecessarily large numbers of children. I propose that reducing concern with "grade-level achievement " and increasing concern with academic mastery would have long-term educational benefits for individuals and society. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-21 |
| Abstraksi Narasi | : | Educational research has enjoyed special examptions from formal ethical oversight of research on human subjects since the original mandate from the federal government that such oversight must occur. Although interpreting these exemptions has always been a potential source of controversy and conflict for university Institutional Review Boards, the burgeoning use of qualitative methods has further complicated matters. This article discusses the original rationale for special exemptions for educational research are consistent with it and which varieties are not. The article also examines the formal ethical oversight of student research practica, an issue also complicated by the advent of qualitative methods. Specific policies are offered both for determining which varieties of qualitative research should qualify for the special educational exemptions and for formally overseeing student research practica. |
| Nama Pengarang | : | Howard Wainer, Howe, Kenneth R., Katherine Cutts Dougherty, Andrew Biemiller, Andrew Biemiller, Slavin, Robert E. |
| 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 | : | 5-10 |
| Abstraksi Narasi | : | Few would disagree that racism continues to be a serious social problem. More problematic for many White academics is the judgment that the academy itself is racist. In this essay I argue that the judgment that the academy is racist is frequently misunderstood by us White academicians because our socially learned investment in individualism eclipses our awareness of our racial positionality. I conclude with suggestions on how we White academicians could, with less divisiveness, begin to address White racism within the academy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-13 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-24 |
| Abstraksi Narasi | : | Two views of the relationships between theory and empirical research are described as Aristotelian and Galilean, following Cassirer (1923) and Levin (1935). The two conceptions of theory and research differ with respect to the nature of the conceptual models they employ and the roles and expectations they hold for empirical research. These maters are discussed in the context of research and teaching. The Aristotelian versus Galilean distinction is held to be more fundamental to the conduct and interpretaion of such research than other, more frequently discussed contrasts such as descriptive/explanatory, qualitative/quantitative, discovery/verification, or positivist/constructivist. The central claim is that all extant programs of research on teaching inappropriately construe research on teaching as primarily an empirical enterprise, leading to an overemphasis on methodology. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | James Joseph Scheurich, Christine E. Sleeter, Jack Martin, Jeff Sugarman, Colleen A. Capper, Michael T. Jamison, W. B. Allen, James Joseph Scheurich |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-16 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-37 |
| Abstraksi Narasi | : | - |
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