| Nama Pengarang | : | Bruce W. Tuckman, Charles C. Healy, Alice J. Welchert, David P. Ericson, Frederick S. Ellett, Richard S. Marsh |
| 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 | : | 7-11 |
| Abstraksi Narasi | : | One of McKenna, Robinson, and Miller`s major problems in proposing a research agenda for whole language is that they do not understand what whole language is. It is not an alternate methodology for language arts instruction. It is an educational paradigm complete with theoretical, philosophical, and political assumptions. As such, it has its own congruent research agenda. What prevents McKenna et al. from understanding whole language and from seeing the legitimacy of whole language-generated research is paradigm blindness. What encourages them to pretend to a role of neutral statesmen are particulars of their own paradigm 9(which they are also blind to) and the dominant position of that paradigm. What makes their proposal so outrageous is their presumption to speak for whole language educators and their attempt to impose their whole language-violating agenda on them while expecting those educators to cooperate in the violation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-6 |
| Abstraksi Narasi | : | This article examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. Suggestions are made regarding research developments that might alleviate the present impasse. These include not only hypotheses to be tested but also explain the need for a variety of designs, improved instrumentation, and collaborative investigations. |
| 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 | : | 25-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-24 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Patricia Schmuck, Richard Schmuck, Christopher T. Cross, Martha M. McCarthy, Richard D. Robinson, Michael C. McKenna, John W. Miller, Richard D. Robinson, Michael C. McKenna, John W. Miller, Carole Edelsky |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-19 |
| Abstraksi Narasi | : | To study democratic participation is small-town schools, over 5 months the authors interviewed and observed local educators, policymakers, and students from 25 districts in 21 states. The article presents data on citizen involvement, administrator--teacher colaboration, teacher collegiality, student voice, and cooperative learning. The democracy that was found had little to do with academic life. The authors conclude with recommendations to enhance democratic participation about academic matters in small-town schools. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-31 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-9 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-18 |
| Abstraksi Narasi | : | This paper addresses two questions: What is involved in bringing about significant and worthwhile change in teaching practices? How can or should research aid in this process? In order to do so, two related literatures will be explored-teacher change and learning to teach. These literatures will be used to develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. This perspective suggests that empirical premises derived from research (Fenstermacher, 1986) be considered as warranted practice, which, in combination with teachers`s practical knowledge, become the content of reflective teacher change. It also suggests that practice should be viewed as activity embedded in theory. The paper concludes with suggestions for ways of approaching the introduction of research into teachers` ways of thinking. |
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