| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-14 |
| Abstraksi Narasi | : | An emerging image of the teacher as ``thoughtful professional`` suggests the need for researchers to study teachers` and students` cognitions in addition to teacher behavior, student behavior, and student achievement. This article presents an initial conceptualization of how teachers` and students` cognitions and knowledge mediate effective teaching. Subject matter content and teacher and student knowledge are focused on as important dimensions that have often been ignored by researchers on teaching. Students` ``cognitional knowledge for classroom learning, `` both general and content-specific, is defined as knowledge of the mental processes by which learners acquire knowledge through classroom learning. Teachers` relevant knowledge includes both the above cognitional knowledge for classroom learning as well as ``cognitional knowledge for classroom teaching. ``Examples from research are provided to illustrate teachers` and students` cognitional and metacognitional knowledge for classroom learning and teaching. The conceptualization and examples may serve to stimulate reflection and research by those who study teaching. |
| Nama Pengarang | : | Nancy S. Cole, Penelope L. Peterson, Eisner, Elliot W. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-22 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 8-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-7 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Shavelson, Richard J., Geraldine Joncich Clifford, Fenwick W. English |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-19 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 6-9 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 33-41 |
| Abstraksi Narasi | : | Three puzzles arise in looking at the history of public education through the lens of gender. Why did some major shifts in gender practices, like the emergence of coeducation in the early 19th century, take place with only minor controversy and in relative silence? Conversely, why did certain kinds of vehement policy talk-for example about the way hard study ruined girls` health or about the way women teachers ``feminized`` boys-affect practice so little? And finally, how did reforms that, on their face, had little to do with gender actually alter the two sexes` educational opportunities? This essay focuses on the complexities of silent institutional change and stability, the reasons why conscious gender policies often left checquered results, and the implications of this history for gender policy and practice today. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-32 |
| Abstraksi Narasi | : | Teacher retention has become a policy issue of considerable concern; it is, however, a more complex topic than is generally recognized. The fifth follow-up of the National Longitudinal study, 1972, completed in 1986, included a supplemental questionnaire that was sen to past and present elementary and secondaryschool teachers, as well as to those who had been trained but had never taught. The data permit the first analysis of teacher attrition based on a national sample that has been followed for a decade or more of professional experience. These data suggest that retention among teachers has increased during the last decade and that the ability and qualifications of teachers have not declined over time. Moreover, former teachers are more likely to have left relatively good schools, in favorable locations, rather than problem schools. Paradoxically, although enhancing teachers` professional status and improving public schools are indisputably worthwhile goals, they may not reduce teacher attrition. |
| Nama Pengarang | : | Martin Trow, Barbara Heyns, David Tyack, Elisabeth Hansot, Robert L. Linn |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-23 |
| Abstraksi Narasi | : | American higher education is unique in its size and diversity and in its openness to all who gain a high school diploma. This essay describes current trends in enrollments and finance in American colleges and universities, coting recent changes in the demography of the student body that have kept enrollments constant, despite dwindling traditional college-age cohorts. The sources of the unique characteristics of American higher education lie in its peculiar historical origins and development, especially in the central state authority`s and the academic guilds` weakness, the college president`s relative strength, and various markets` influence on an institution that elsewhere has been largely shielded from market forces. The discussion then turns to the functional relationships among some key structural characteristics which give rise to important, if generally unrecognized, contributions of mass higher education to American society. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-17 |
| Abstraksi Narasi | : | This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, and alternative perspective takes into account that triangulation results in convergent, inconsistent, and contradictory evidence that must be rendered sensible by the researcher or evaluator. |
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