| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-23 |
| Abstraksi Narasi | : | Fluid abilities are important both as aptitudes for success in formal schooling and as outcomes of formal schooling. However, the aptitude function has been overemphasized, and the outcome function ignored altogether, primarily because fluid abilities are often mistakenly thought to be innate. Two methods for developing and assessing these abilities are discused. In the first method, students are asked to solve increasingly unfamiliar problems in a domain. This usually requires the adaption of existing problem-solving strategies or the assembly of new strategies to solve increasingly ill-structured problems. In the second method, students are required to organize knowledge in new ways or to view it from different perspectives. In both cases, assessment requires that students` personal perspectives be elicited. This raises several difficult philosophical and psychometric problems. These problems and the implications for education are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-30 |
| Abstraksi Narasi | : | This article addresses higher education`s major challenge for human resource development in the 1990s and beyond-enrolling and retaining to graduation our nation`s racial/etnic minority students. At the institutional level, this cahallenge suggests the need for ongoing research and positive intervention. The first section focuses on the interrelationships among human resource development needs, problems associated with the underrepresentation of minorities in higher education, and the subsequent participation of minorities in the skilled labor force. The second section section relates these issues to institution-level attrition research as an effective tool with which to more effectively retain students and begin to address the mismatch between future job opportunities and workers` skill levels. The third section employs the interaction theoretical perspective to warn predominantly White colleges and universities (PWCUs) against basing intervention strategies upon research whose assumptions and recommendations belie the diversity among minority student populations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Elliot Eisner, Eisner, Elliot W., Evangeline McConnell Castle, David F. Lohman, Catherine Cornbleth, Dexter Waugh |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-16 |
| Abstraksi Narasi | : | The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based performance model advanced by information processors, the impasse or perturbation learning model advanced by cognitive constructivists, and the socially mediated apprenticeship model advanced by the cultural anthropologists. Despite its pedagogical popularity, a focus on practical problem solving is subject to critism because it downplays the transformative role of experience in education; the tendency in this approach is to define the world in negative terms, as a series of obstacles or impediments to be overcome. In the alternative view presented in this article, termed idea-based social constructivism, the focus is less on problems and more on the possibilities in herent in a given situation. |
| Nama Pengarang | : | Gene V. Glass, Richard S. Prawat |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-14 |
| Abstraksi Narasi | : | I review the dwbate over multicultural education in this article, state that all knowledge reflects the values and interests of its creators, and illustrate how the debate between the multiculturalists and the Western traditionalists is rooted in their conflicting conceptions about the nature of knowledge and their divergent political and social interests. I present a typology that describes five types of knowledge and contend that each type should be a part of the schools, college, and university curriculum. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-23 |
| Abstraksi Narasi | : | In this article I argue that ignorance is a better criterion than truth for determining the usefulness of knowledge generated through different forms of educational research. This argument has implications for how are we conceptualize educational research, how we teach it, and how we frame and support relationships between researchers and their subjects. The argument draws on a distinction between "blind sports" and " blank sports," and it is supported by examples drawn from the literature of educational research. The argument and examples illustratedhow greater attention to the ignorance of researchers and subjects can increase our understanding of different disciplinary and organizational models of educational research .The argument and examples illustrate how greater attention to the ignorance of researchers and subjects can increase our understanding of different disciplinary and organizational models of educational research, including configurations of "practitioner research" and " cooperative research". |
| Nama Pengarang | : | Annemarie Palincsar, Jon Wagner, Porter, Andrew C., Banks, James A. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 40 |
| Abstraksi Narasi | : | - |
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