| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-23 |
| Abstraksi Narasi | : | This paper outlines two views of what it means to be a person and then discusses the relationship of these views to the issues of relativism and research methods. The contention is that relativism is an inevitable consequence of our interpretive or significance-making mode of being in the world. This is so for our daily lives and, because methodology is insufficient to allow us to transcend this mode of being, equally so four our professional lives. It is argued that what does not overly concern us at the former level, should likewise not concern us at the latter level. |
| Nama Pengarang | : | Clark, Christopher M. , John K. Smith, Sandra Mathison |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-12 |
| Abstraksi Narasi | : | Research on teacher thinking has established a place for itself within the international educational research enterprise. What is not so clear is how studies of teacher thinking may be of use in improving the quality of teacher preparations programs. This paper promotes a consultant role for researchers on teacher thinking in relation to teacher educators. The current state of knowledge about teacher thinking is summarized under three headings: Preconseptions and Implicit Theories, Planning and Reflection, and Dilemmas and Uncertainty. After each summary, a list of questions is offered as food for thought in the pursuit of understanding and improving learning to teach. The author claims that research on teacher thinking can improve teacher preparation by encouraging thoughtful teacher educators to ask better questions of themselves and of their arts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-8 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-14 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-12 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Evelyn Jacob, Berliner, David C., Shavelson, Richard J., Chester E. Finn, Chester E. Finn |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-24 |
| Abstraksi Narasi | : | There is considerable confusion in the educational literature about the nature of qualitative research. In this article I argue that a major source of the confusion arises from discussing qualitative research can be clarified by recognizing that qualitative research comes in many different varieties, which can be more clearly identified and understood by using the notion of research traditions. To apply this concept to the discussion of qualitative research, I describe briefly and compare six traditions from the disciplines of psychology, anthropology, and sociology. These traditions are human ethology, ecological psychology, holistic ethnography, cognitive anthropology, ethnography of communication, and symbolic interactionism. I conclude that we may increase our understanding of qualitative research by focusing our discussions at the level of traditions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-27 |
| Abstraksi Narasi | : | Evidence that women`s schooling is associated with lower fertility and child mortality has moved some population specialists to advocate expanding female school enrollment to reduce birth and child death rates in countries where they are high. Consistent findings relating years of school attendance to reproductive rates, however, are not matched by an understanding of educational processes. This article provides an overview of the demographic evidence, a framework for analyzing how schooling affects maternal behavior and population change, and a report of findings from a study in Mexico. Problems for further educatinal research are identified. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-37 |
| Abstraksi Narasi | : | Few ideas have influenced educational research and practice as much as the notion of the self-fulfilling prophecy. Yet despite the impact of the ``educational self-fulfilling prophecy,`` the empirical status of the construct, as applied to the effect of teacher expectations on student IQ, remains equivocal. Lack of evidence was apparent event in the now-classic ``Pygmalion Study`` (Rosenthal & Jacobson, 1968), which claimed to show that teacher`s expectations affect student intelligence. despite criticism of the study and failure to replicate the effect in different settings, Pygmalion became one of the most cited studies in education. What made the educational self-fulfilling prophecy so durable when many other ideas in education have a fleeting half-life? How was research that was much contested in scholarly circles used by the courts and portrayed in the media? This paper examines these questions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-20 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-41 |
| Abstraksi Narasi | : | - |
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