| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 32-35 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Roger D. Gehlbach, Judith Torney-Putra, Virginia Richarson, Jackson, Philip W., Stephen T. Kerr |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-25 |
| Abstraksi Narasi | : | The fine arts have never gained a major place in either public school curricula or educational research, even though specialists in art education have been active for many years and the fine arts are generally recognized as important aspects of past and present culture. A major obstacle to progress in art education has been the inability, or perhaps the unwillingness, of artists, art critics, and art educators to define art in a manner that makes systematic curriculum development and research possible. Criteria for such a definition are suggested, and a definition is proposed as the first step toward overcoming the observed problem. Positive implications for curriculum development and instructional research are outlined for further debate and discussion. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-24 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-15 |
| Abstraksi Narasi | : | Many teachers, in collaborative relationships with researchers, no longer want anonymity. They seek recognition for their contributions to the studies in which they engage. Yet revealing the names of the people, schools, and districts participating in research raises a new set of problems about the conduct of such inquiries. Difficulties arising from the need for anonymity and the derise for visibility in collaborative studies are the subject of this paper. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-19 |
| Abstraksi Narasi | : | In an Educational Researcher article, Cziko (April, 1989) questioned contemporary approaches toward the conduct of educational research, especially those involving experimentation. He justified the need for reform by appealing to the inherent unpredictability and indeterminancy of behavior and went on to suggest greater reliance and descriptive research. Cziko drew unwarranted conclusions about the feasibility of experimentation from his implications of quantum mechanics, evolution, chaos theory, and individual differences for the study of behavior. Cziko`s framework leads one to have little reason to conduct any kind of research, descriptive or otherwise. Contrary to Cziko`s view, when used appropriately, contemporary research methods provide the intersubjectively available framework necessary for scientific understanding. |
| Nama Pengarang | : | The Cognition and Technology Group At Vanderbilt, Lehrer, Richard, Ronald C. Serlin, Ronald Amundson, Judith H. Shulman, Joan Baratz- Snowden |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-10 |
| Abstraksi Narasi | : | In a recent Educational Researcher article, Brown, Collins, and Duguid (January-February 1989) discussed the concept of situated cognition. We explore relationships between this concept of situated cognition. We explore relationships between this concept and our Technology Center`s work on anchored instruction. In the latter, instruction is anchored (situated) in videodisc-based, problem-solving environments that teachers and students can explore. We argue that situated cognition provides a broad, useful framework that emphasizes the importance of focusing on everyday cognition, authentic tasks, and the value of in-context apprenticeship training. Anchored instruction provides a way to recreate some of the advantages of apprenticeship training. Together, the situated cognition and anchored instruction perspectives suggest ways to think differently about instruction, and they suggest important issues for future research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-20 |
| Abstraksi Narasi | : | Recent reviews suggest that research can only provide teacher educators with food for thought, observational methods, and rationales for current practice. Although each of those contributions is valuable, research on teaching and teacher education can provide even more. It is inappropriate to turn research results into teaching prescriptions and teacher-testing systems, but research knowledge still can, and should, play a substantive, constructive role in teacher education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-14 |
| Abstraksi Narasi | : | Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other`s stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria methods, and writing forms, which we describe in terms of begining the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-23 |
| Abstraksi Narasi | : | In their article ``What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion`` (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers`s expertise. We do not disagree. However, other questions must be answered if such reforms are to be effective: What is expertise in teaching? How is expertise communicated? Who are the experts? This article attempts to address these questions and further the discussion of expert thinking in teaching. |
Unduh Dokumen Berkas PDF Utama