| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-23 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-19 |
| Abstraksi Narasi | : | The authors examine several problems posed for emperical and theoretical research by the achievement of hegemony by one culture or system of thought over others. The issue is addressed from the special perspective of social scientists of African American descent who practice in a European/American dominant society. Several highly respected tenets of science, such as objectivity, positivism, and logical consistency, are questioned as to their universal utility when the life experiences, mores, and values of subjects studied are quite diverse. We suggest adapting the design and management of the conduct of inquiry to better accommodate cultural, class, ethnic, and gender diversity under conditions of subpopulation variance and cultural hegemony. |
| Nama Pengarang | : | Nancy S. Cole, Edmund W. Gordon, Fayneese Miller, David Rollock, Robert F. Mcnergney, Slavin, Robert E., Newman, Denis, Gerald E. Sroufe, House, Ernest R. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-7 |
| Abstraksi Narasi | : | Two major conceptions of educational achievement are characterized: achievement as basic skills, and facts versus achievement as higher order skills and advanced knowledge. The impact of such conceptions on the topics pursued by researchers, the ways teachers think about their teaching, and the public`s view of educational goals are noted. In addition, the author argues that present dominant conceptions are inadequate given the importance they have. More adequate conceptions need to (a) integrate divergent views of achievement, (b) carry clear instructional implications, and (c) focus on long-term goals of education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-17 |
| Abstraksi Narasi | : | The numbers and proportions of Blacks gaining doctorates and entering academe have continuously declined. This decline is seen in all fields including education, particularly educational research. Coupled with this downward trend is the fact that, psychologically, Black faculty often find themselves in work environments that are not fully supportive. Prejudice and discrimination remain as obstacles, and for many the lack of mentoring, at any level, is a reality. The situation for many Black faculty in education can be described best as a predicament. For black educational researchers and the nation, this situation has long been of crisis proportions, and it demands to be addressed directly, for it relates to the common good for American education. As never before, more involvement and more Black educational researchers are needed in the efforts to address the myriad problems that beset U.S. education. Related issues and recommendations are discussed in this article. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-11 |
| Abstraksi Narasi | : | Neither interpretive nor process-product classroom research has foregrounded the teacher`s role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers use writing and intentional talk understand and improve their own classroom practices. Limiting the official knowledge base for teaching to what academics have chosen to study and write about has contributed to a number of problems, including discontinuity between what is taught in universities and what is taught in classrooms, teachers` ambivalence about the claims of academic research, and general lack of information about classroom life from a truly emic perspective. This article proposes that teacher research has the potential to provide this perspective; however, several critical issues divide teacher research from research on teaching and make it difficult for the university- based community to acknowledge its potential. The article also proposes that in order to encourage teacher research, the educational community will need to address incentives for teachers, the creation and maintenance of supportive networks, the reform of organizational patterns in schools, and the hierarchical power relationships that characterize much of schooling. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-34 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Gaea Leinhardt, James W. Guthrie, Marilyn Cochran-Smith, Susan L. Lytle, Henry T. Frierson |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-25 |
| Abstraksi Narasi | : | This exploration raises problems and poses solutions in identifying the craft knowledge of teaching. Craft knowledge, or wisdom of practice, is one important component in the design and validation of new national teacher assessments. The prototype assessment exercises for national board certification are one site in which such craft knowledge has been used. From that experience and others, some guides for inspecting exercises are suggested. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | Why do reforms return again and again? To illustrate that the question is valid, I offer three examples drawn from instructional, curricular, and governance planned changes that have returned more than once. To answer the question, I first examine the dominant explanation presented by researchers and policymakers: the lack of rationality in proposing and implementing planned change. In explore why the dominant explanation is flawed in its frequently used metaphors and analysis. I then offer alternative explanations for recurring reforms-- a political and an institutional perspective harnessed together--to explain the puzzle of why reforms return. The point of this analysis is to enlarge the repertoire of explanations that researchers and policymakers use to examine potential and past reforms. The policymaking stakes run high for expanding the range of explanations because the questions of why reforms failed in the past and why they return go to the heart of present policy debates over whether federal, state, and district mandates to alter schooling will get past the classroom door. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-27 |
| Abstraksi Narasi | : | The study of child-care effects and the study of school effects have each developed through three parallel of research questions. Perhaps as a consequence, there have been striking similarities in the methodological and conceptual advances in both areas. For this reason, it is argued that child-care researchers and school-effects researchers would benefit by monitoring progress in one another`s field as they assess what matters for which types of children. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-20 |
| Abstraksi Narasi | : | Publishers have become important targets for takeovers, domestic and foreign. Has the extensive restructuring of ownership and control had a serious effect on the publication of books and tests of interest to academics? Have these changes been helpful or intrusive? These questions are addressed by examining the restructuring of cost and gain in both human and fiscal resources are analyzed in term of changes in the psychological contracts between employers and employees as well as increased profits. The implications of these takeovers are discussed in terms of accumulated experiences in textbook publishing during the past three decades. |
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