| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-8 |
| Abstraksi Narasi | : | Conditions that confront students in formal schooling-instruction in groups, sharing teacher`s attention, working independently, dealing with arbitrary rules regulating behavior-are not conducive to learning. Teachers deal with these circumstances by encouraging facilitative dispositions in students or by making learning events more appealing. Cultures differ in the emphasis they place on these two strategies. Japanese tend to stress developing adaptive dispositions; Americans try to make the learning context more attractive. National differences in educational achievement may be more competely understood by analysis of cultural differences in student dispositions. The interaction of student characteristics and teacher strategies creates very different classroom climates climates in the two countries. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-20 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Popham, W. James, Shavelson, Richard J., Robert D. Hess, Hiroshi Azuma, David B. Pillemer, Felipe M. Rizo |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18 |
| Abstraksi Narasi | : | This column is the first in a series presenting the advice of veteran educational researchers aimed at their junior colleagues. Each invited contributor will be asked to ofter one or more career-relevant guidelines for beginning educational researchers, developers, and/or evaluators. The columm`s functions is to serve as a repository for the experience-based insights that, if not shared, must be rediscovered. To get the ball rolling, in this initial column I`ve tossed out three guidelines that, based on several decades of career stumbling, have proved useful to me.-W. James Popham |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-25 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-14 |
| Abstraksi Narasi | : | Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Achieving changes was partially dependent on local action and understanding of the local school culture. It could not be done exclusively through reference to research knowledge, no matter how compellingly documented in the national literature. |
| Nama Pengarang | : | Baker, Eva L., Robert L. Linn, Stephen B. Dunbar, Claude Goldenberg, Ronald Gallimore, Ronald G. Good, James H. Wandersee |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-21 |
| Abstraksi Narasi | : | In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-25 |
| Abstraksi Narasi | : | Substantial IQ gains from one generation to the next have been recorded for men in many industrial societies since the 1950s. Some authors have attempted to argue away these results by claiming that intelligence tests do not measure general IQ but rather something with a weak causal link to IQ. Others have taken the evidence emerging from, for example, The Netherlands as showing that the massive increase in the nation`s intellectual capital is accounted for by environmental factors, not the least of which is formal schooling. By using the Linear Structural Relations (LISREL) method and longitudinal data collected in Sweden for a male cohort, the influences of home background and formal schooling on adult IQ test scores are estimated. This study shows the importance of formal schooling in enhancing the intellectual capital of a nation. The implications for educational policy and practice are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-32 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-16 |
| Abstraksi Narasi | : | The author contentds that disputes within the measurement community about what constitutes legitimate test preparation and whether ``teaching to the test`` is good or bad for students learning can be explained by differences in measurement specialists` beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implicit beliefs should be made explicit because an understanding of learning theory assumptions is fundamental to evaluating evidence of testing effects and therefore to framing validity investigations. |
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