| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-10 |
| Abstraksi Narasi | : | Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching-a victim of putatively devastating attacks from antinaturalists, interpretivists, and critical theorists. Subsequently, the interpretivists` ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists` analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Papper`s piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research. |
| Nama Pengarang | : | William A. Firestone, N. L. Gage, Robin McTaggart, Sandra Mathison, House, Ernest R. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-24 |
| Abstraksi Narasi | : | Educational policy can be considered as a set of overlapping games. Each has its own winners and lossers, but each feeds and is fed by others. This metaphor identifies some of the functions and dysfunctions of the policy process. The time perspective of all players is shorter than the whole process, so no one sees the whole picture. Policies interact, so decisions do not reflect what is good for just one issue. Viewing the policy process as multiple games makes uniformity of response to policy less important so that implementation mechanisms that take advantage of local variation can be built. The ecology-of-games metaphor clarifies research use. Research can also be conceived as a game that provides inputs to and gets output fromvarious policy games. The difficulties of putting research to use stem from the discontinuities among games. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-18 |
| Abstraksi Narasi | : | If one defines classroom instruction as an aesthetic medium, a lesson can be evaluated alternatively as a kinetic performance, a message, and a work of art. Viewed as a kinetic performance, a lesson might be evaluated in terms of the cognitive activities of an evaluator. Research in athletics suggests that process tracing and memorial tasks could be used to uncover schemas that experienced evaluators unconsciously invoke to help interpret incoming information. As a Symbolic medium of communication, classroom instruction follows certain grammatical rules of structure that students must negotiate to learn from lessons. Studies of the film/TV medium illustrate how unfamiliarity with grammatical rules can impair the extraction of information. Analogous studiesmight be designed to examine the ability of low-achieving students to decode the structures found within classroom lessons. Finally, as a work of art, a lesson contains spatial and temporal patterns that might be judged in terms of symmmetry, balance, and parsimony. I place these and other suggested avenues of inquiry in the context of existing research in the fields of teacher evaluation and instructional supervision. |
| Nama Pengarang | : | Millman, Jason, Dona M. Kagan |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-9 |
| Abstraksi Narasi | : | For licensing and certification examinations designed to protect the public, passing incompeten candidates (false positives) is a more serious error than failing competent ones. Yet to avoid classification mistakes againts individuals and subsequent litigation, current practices for these tests increase the relative risk of false positives. These practices are identified, and one that allows positive errors of measurement arising from multiple opportunities to pass the test is discussed in detail. Unsatisfactory ways to mitigate this problemare considered. Increasing the amount of testing or, if that is not feasible, raising the required passing score for repeaters is recommended. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-22 |
| Abstraksi Narasi | : | In this paper we identify the current state of the educationally disadvanteged population in the United States and Consider their changing conditions and the implications for U.S. education. We also examine the likely course of sociodemographic changes in the disadvantaged population over the 35-year period between 1986 and 2020, that is, during the course of the working career of the average 35-year-old today. Finally, we consider the challenges likely to be presented to U.S. schools during this period. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-8 |
| Abstraksi Narasi | : | The American professoriate is enormously differentiated by discipline and type of institution on such primary dimensions of professionalism as patterns of work, identification, authority, career, and association. Integrationacross the professoriate no longer comes primarily from similarity of function and common socialization, but from the overlap of subcommunities and mediating linkages provided by the ties of discipline and institution. |
| Nama Pengarang | : | Andrew Porter, Clark, Burton R., Gary Natriello, Aaron M. Pallas, Edward L. McDill |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-15 |
| Abstraksi Narasi | : | Opportunity to learn is among the most important influences on student achievement, yet the empirical basis for knowing what is taught in schools is surprisingly weak. Elementary school mathematics is used as a context for considering what could be learned from careful descriptions of classroom content. Teacher logs and interviews show that large numbers of mathematics topics are taught for exposure with no expectation of student mastery, much of what is taught in one grade is taught again in the next, skills typically receive 10 times the emphasis given to either conceptual understanding or application, and, depending on the accidents of school and teacher assignment, the amount of mathematics instruction a student receives may be doubled or halved. These attributes of the curriculum are not in the best interests of students. Recommendations for change are offered. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-26 |
| Abstraksi Narasi | : | Againts a general trend over the last 25 years of increasing wage differentials between college and high school graduates, two departures are noteworthy. Between 1971 and 1979, the college wage premium fell by about a third for young graduates and somewhat less for older workers. To some , this narrowing wage differential marked the end of an era when investments in college yielded returns comparable to other investments. In retrospect, the decline in the 1970s was a temporary phenomena caused by a rapid increase in numbers of college graduates and the baby boom cohorts` entry into the job market. Then, between 1979 and 1986, the colege wage premium rose very sharply, exceeding anything found in earlier data. After documenting changes in the college wage premium between 1963 and 1986, we explore dimensions of the recent increase by age, race, and sex, as well as the wage differentials between high school dropouts and graduates and between college dropouts and graduates. Although alternative explanations of earlier departures from the general trend can be found, the sole explanation for the recent dramatic rise in the premium is that the demand for college-trained workers has increased hugely. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-51 |
| Abstraksi Narasi | : | Two decades of research into educational production functions have produced starlingly consistent results: Variations in school expenditures are not systematically related to variations in student performance. Enormous differences in teacher quality exist, but differences in teacher skill are not strongly related to educational backgrounds, amount of teaching experience, or teaching in small classes. Further, more skilled teachers simply are not regularly paid more than less skilled teachers. These findings suggest that school decision making must move away from traditional ``input directed`` policies to ones providing performance incentives. The concentration on expenditure differences in, for example, school finance court cases or legislative deliberations, appears misguided given the evidence. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 7-10 |
| Abstraksi Narasi | : | - |
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