| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-9 |
| Abstraksi Narasi | : | A multisite investigation of local school districts and states led to the formulation of five propositions that address the nature of competency testing reforms. Two propositions address the determination of standards and examine the extent to which such procedures are affected by political and practical considerations. Another pair of propositions center on implementation of such testing reforms; lopsided organizational activity and nominal attention to minority issues were witnessed at all five sites. In the final proposition, the authors assert that competency tests and standards function more as symbolic and political gestures than instrumental reforms. Five themes are discussed in support of this conclusion: the importance of the standard`s image, the redudancy with preexisting standards, the loose coupling of test performance and decisions, the overemphasis on initial fail rates, and the striking contrast between early and late phases of competency testing reforms. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-23 |
| Abstraksi Narasi | : | Qualitative research approaches are part of the intellectual landscape in education. The use of qualitative approaches in evaluation has been fruitful. Classic qualitative approaches, representing accepted innovations, include ethnography, naturalistic inquiry, generic pragmatic (sociological) qualitative inquiry, and connoisseurship/criticism. Metaphors and phenomenography represent novel approaches with roots in the classics. efforts to establish standards commensurate with the mainstream of scientific inquiry serve to further institutionalize qualitative approaches, anchoring them in the fertile soil of educational evaluation. |
| Nama Pengarang | : | Howe, Kenneth R., David M. Fetterman, Gene V. Glass, Mary Lee Smith, Mary Catherine Ellwein |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-16 |
| Abstraksi Narasi | : | Over approximately the last 20 years, the use of qualitative methods in educational research has evolved from being scoffed at to being viewed as useful for provisional exploration, to being accepted as a valuable alternative approach in its own righ, to being embraced as capable of through going integration with quantitative methods. Progres has been halting, and it is not surprising that certain thinkers are now balking at the latest stage of development. The chief worry is that the capitulation to ``what works`` ignores the incompatibility of the competing positivistic and interpretivistepistemological paradigms that purportedly undergrid quantitative and qualitative methods, respectively. Appealing to a pragmatic philosophical perspective, this paper argues that no incompatibility between quantitative and qualitative methodsexists at either the level of practice or that of epistemology and that there are thus no good reasons for educational researchers to fear forging ahead with ``what works.`` |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-16 |
| Abstraksi Narasi | : | Significant numbers of children in our shools are being labeled ``gifted`` and are being streamed into special accelerated on enriched academic programs. An even larger number of children are being implicitly labeled ``not gifted`` and are not being given the opportunity to participate in these programs. Two issues are raised in this paper in connection with the processes used the identifying these children. The first concerns the adequacy with which the giftedness construct is defined in applied settings. Certain deficiencies in that respect are discussed. The second issue concerns the adequacy of the validation data available for these gifted identification procedures. Weaknesses respecting construct validityand predictive validity are identified. The paper concludes with a discussion of some positive developments relating to definitions of the giftedness construct and validation efforts. |
| Nama Pengarang | : | Peshkin, Alan, Robert D. Hoge, Shavelson, Richard J. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-21 |
| Abstraksi Narasi | : | It is no more useful for researchers to acknowledge simply that subjectivity is an invariable component of their researh than it is for them to assert that their ideal is to achieve objectivity. Acknowledgments and assertions are not sufficient. Beggining with the premise that subjectivity is inevitable, this paper argues that researchers should systematically seek our their subjectivity, not retrospectively when the data have been collected and the analysis is complete, but while their research is actively in progress. The purpose of doing so is to enale researchers to be aware of how their subjectivity may be shaping their inquiry and its outcomes. In this paper I demonstrate the pursuit of may subjectivity in the course of year-long fieldwork in a multiethnic high school. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-39 |
| Abstraksi Narasi | : | This examination of instructional sequences from four 5th-grade textbook series` treatments of the American Revolution is the center-piece of a larger in-dept analysis of content and presentation of commercial social studies programs for elementary grades. Our work has drawn on cognitive research on comprehension and learning in order to bring into focus issues of learning that have direct bearing on textbook content and organization. Our analysis uncovered lack of clarity in the relation between the content presented and the instructional goals, assumption of an unrealistic variety and depth of background knowledge, and inadequate explanation of significant events and their relationships. An approach to improving instruction is embedded in the examinationof the text`s coverage of the chain of events leading to the American Revolution. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-30 |
| Abstraksi Narasi | : | Attempts to determine whether enough qualified teachers will be available to staff the nation`s schools in the coming years have been hampered by methodological difficulties that are inherent in the study of teacher career patterns. In this article, we have applied an analytic technique rarely used in educational research, proportional hazards modeling, to resolve these problems and to investigate the relationship between teachers` background characteristics and their career durations. We find that teacher demographic characteristics and subject specialty are important predictors of length of stay in teaching. Our results call into question several assumptions about teacher career persistence implicit in the national teache supply and demand model. We also argue that proportional hazards modeling has wide applicabibility to many education research questions. |
| Nama Pengarang | : | Saxe, Geoffrey B. , Judith D. Singer, Willett, John B., Murnane, Richard J., Margaret G. McKeown, Isabel L. Beck |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-21 |
| Abstraksi Narasi | : | An overview of accumulating research on children`s out-of-school mathematics raises critical questions about how children come to form mathematical understandings in their out-of-school activities and about the interplay between informal and school mathematics learning. The author investigates these questions in an illustrative multimethod study on Brazilian child candy sellers. Findings show that sellers with little or no schooling develop in their practice a complex mathematics that contrasts sharply with school mathematics. Further, analyses reveal an interplay between what they learn in selling candy and what they learn at school: Sellers in school use their street mathematics to work school mathematics problems, and schooled sellers use some limited aspects of their school mathematics to solve problems in their practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-20 |
| Abstraksi Narasi | : | Knowledge is rooted in experience and requires a form for its representation. Since all forms of representation constrain what can be represented, they can only partially represent what we know. Forms of representation not only constrain representation, they limit what we seek. As a result, socialization in method is a process that shapes what we can know and influences what we value. At base it is a political undertaking. This article addresses the politics of method and its effects on the character of educational research. |
Unduh Dokumen Berkas PDF Utama