| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-23 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Michael W. Kirst, Michael W. Kirst, Thomas Bailey, Richard S. Prawat |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-26 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-16 |
| Abstraksi Narasi | : | Highly estimable writers have averred that well nigh all of the results of social and educational research are obvious, that is, could have been predicted without doing the research. To examine the justifiability of this allegation, one should examine its accord with actual research results. Thus, is it a ``truism`` that higher achievement comes about when students spend more time with the subject matter? That smaller groups are easier to control than larger groups? Do judges regard actual results as more obvious and statements of their opposites as nonobvious? Both the century-old research results of Joseph Mayer Rice and recent results throw light on these isues. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-9 |
| Abstraksi Narasi | : | Professionals are individuals who use technical or specialized knowledge and skill in service of the public welfare. The importance of evaluating the competence of professionals is transparent-to receive assurance that the services delivered by professional persons are affective and safe. Trustworthy evaluation of professional competence requires attention to the social conditions where such individuals work and to evaluation technology. This article addresses each of these issues and provides illustrations of professional competence evaluation from several fields. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-20 |
| Abstraksi Narasi | : | The Heisenberg Uncertainty Principle has been misinterpreted by naturalistic researchers. They have utilized the principle as an argument againts the efficacy of the rationalistic paradigm. They falsely assume that this argument supports the naturalistic research paradigm. This article attempts to expose the basic misunderstanding of the Heisenberg Uncertainty Principle and its misuse in the current literature on naturalistic research. |
| Nama Pengarang | : | Gene V. Glass, Jean W. Prierce, Joseph L. Byers, K. Kelly McKerrow, Joan E. McKerrow, William C. McGaghie, N. L. Gage, Gerald E. Sroufe |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-23 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-16 |
| Abstraksi Narasi | : | The Rand Change Agent study, undertaken from 1973-1978, in dicated a significant shift in the ways people thought about affecting planned change in education. Rand found that effective projects were characterized by a process of mutual adaptation rather than uniform implementation, and that local factors (rather than federal program guidelines or project methods) dominated project outcomes. Revisiting these findings in light of today`s changed practices and understandings reinforces some of Rand`s findings and suggests modifications in others. This reconsideration also underscores the essential contribution of teachers` perspectives as informant and as a guide to policy and suggests that the challenge lies in understanding how policy can enable facilitate effective practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-10 |
| Abstraksi Narasi | : | In the last three decades American educators have been heavily concerned with student rights and equal educational opportunity. These and other concerns have caused educators (and the public) to give teachers the primary responsibility for student learning and have drawn attention away from questions about the student`s responsibility for learning to the student. These general approaches are constructively criticized so that the key insights can be used to set and articulate a defensible theory of student responsibility. The major conclusion is that high-school students have both a right to an education and a responsibility to use educational resources sensibly. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-21 |
| Abstraksi Narasi | : | Many educators have investigated the promise of mentoring as a vehicle of career development, yet no widely accepted definition of mentoring has been articulated. Without such definitional consensus, efforts to develop a knowledge base relevant to mentorships in education have been haphazard. To advance a knowledge base for future research, a definition of mentoring is offered that is grounded in contextual-developmental theory and consistent with the findings of past investigators. Corollaries of the contextual-developmental perspective raise issues that action research may profitably address to facilitate mentoring relationships. The proposed definition offers immediate benefits to mentors, proteges, and their sponsors as it highlights critical elements of the mentoring process. |
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