| Nama Pengarang | : | James C. Impara, Donata Renfrow, Samuel Messick, Fuller, Bruce, Stephen P. Heyneman |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-21 |
| Abstraksi Narasi | : | This article excerpts topics from an AERA minicourse in San Fransisco. It teaches how to improve the quality of both the content and the delivery of paper presentations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 6-10 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-31 |
| Abstraksi Narasi | : | The Model of School Learning, first published 25 years ago, has taken its place as a useful guide in research on teaching and learning in schools. The model accounts for variations in school learning with five classes of variables, three of which can be expressed terms of time, the other two in terms of achievement. Most aspects of the model have been confirmed, although details remain to be field out by further research. Ways that the model might be used to address current problems in education are considered. The model`s emphasis on aptitude as a determinant of time needed for learning suggests that increased efforts be placed on predicting student potentialities and designing instruction appropriate to those potentialities, if ideals of equal opportunity to learn are to be achieved within a diversity of educational objectives. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 32-42 |
| Abstraksi Narasi | : | Many teaching practices implicity assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitability limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teachig. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | D.N. Perkins, Gavriel Salomon, Richard l. Colvin, Brown, John Seely, Collins, Allan, Paul Duguid, Carroll, John B., John H. Bishop |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-25 |
| Abstraksi Narasi | : | Effective problem solving, sound decision making, insighful invention-do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years,considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has oversimplified the interaction between general strategic knowledge and specialized domain knowledge. We suggest a synthesis: General and specialized knowledge function in close partnership. We explore the nature of this partnership and consider its implications for educational practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-16 |
| Abstraksi Narasi | : | The workplace metaphor has often been used to drive research as well as teaching models. Conceptualizing the classroom as a work setting, however, neglects the unique qualities of the classroom that create a ``learning setting.`` After some of the benefits and limitations of using the workplace metaphor in classroom research are noted, some characteristics that differentiate learning settings from work and recreational settings are described. Suggestions for the development of a model of the classroom as a learning setting based on cognitive approaches to learning and on classroom research are outlined. Implications of thismodel are presented. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-20 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-18 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Walberg, Herbert J., Eileen P. Haller, David A. Child, Terry M. Wildman, Harold J. Fletcher, Kristen Prentiss, Patricia B. Elmore, Paula L. Woehlke, Hermine H. Marshall |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-8 |
| Abstraksi Narasi | : | To assess the effect of ``metacognitive`` instruction on reading comprehension, 20 studies, with a total student population of 1,553, were complied and quantitatively synthesized. For 115 effect sizes, or contrasts of experimental and control groups` performance, the mean effect size was. 71, which indicates a substantial effect. In this compilation of studies, metacognitive instruction was found particularly effective for junior high students (seventh and eighth grades). Among the metacognitive skills, awareness of textual inconsistency and the use of self-questioning as both a monitoring and a regulating strategy were most effective. Reinforcement was the most effective teaching strategy. |
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