| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-24 |
| Abstraksi Narasi | : | The questions and issues that underlie bilingual education are constrained by deficit views about the abilities and experiences of language-minority students. In general, most research has emphasized how well students acquire English, assimilate into mainstream culture, and perform on tests of basic skills. Employing a sociocultual perspective that acknowledges the many resources that are available to children outside of the school, the author describes how research about children`s communities can be used to enhance instruction. For this to work, researchers and teachers must redefine their roles so that they enter into collaborative working relationships that focus on ways of bringing about educational change. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Thomas James, Carl J Huberty, Luis C. Moll, Hakuta, Kenji, Lucinda Pease-Alvarez, Catherine E. Snow, Gary A. Cziko, Mary McGroarty |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-23 |
| Abstraksi Narasi | : | Quantitative Phenomena can be displayed effectively in a variety of ways, but to do so requires an understanding of both the structure of the phenomena and the limitations of candidate displays played in important discoveries, (b) provides three levels os information that form the basis of a theory of display to help us better measure both display quality and human graphicacy, and (c) describes three steps to improve the quality of tabular presentation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-13 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Gerald E. Sroufe, Margaret M. Clifford, Larry Cuban, Howard Wainer, Howard Wainer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-12 |
| Abstraksi Narasi | : | In his address at the 1989 AERA Annual meeting, N.L. Gage presented his view about the future of educational research in the context of the ``paradigm wars.`` In this article, after a short review of quantitativist versus qualitativist controversies, from the 17th century until the present, I risk a prediction about the issue of the debate for the year 2009: Confrontation will continue. But that does not mean that there is not any advance or that history is cyclical: Controversy is the way to progress. By learning from old discussions, we will be able not to suppress but to surpass them. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-17 |
| Abstraksi Narasi | : | The choice of a one- rather than a two-tailed hypothesis testing strategy can influence research outcomes, but information about the type of test conducted is rarely reported in articles appearing in educational and psychological journals. Because unambiguous standards for using one- and two-tailed tests do not exist, complete reporting of hypothesis testing procedures is essential. In addition, educational researchers need to reevaluate the decision-oriented, ``critical experiment`` model of science that underlies the use of one-tailed tests. It is the adherence to the arbitrary .05 level of significance as a benchmark for publication decisions, rather than logical or methodological considerations, that largely accounts for the popularity of one-tailed tests. Effect size estimates, accompanied by confidence intervals or exact two-tailed probabilities, are generally more compatible with the growing meta-analytic view of social science as an incremental, cumulative, and shared enterprise. |
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