| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-23 |
| Abstraksi Narasi | : | - |
| 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 | : | 13-14 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-13 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Eccles, Jacquelynne S., Susan S. Klein, Karen Bogart, Joan N. Burstyn, Charol Shakeshaft, Jane Roland Martin, Janice Dowd Scheuneman |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-19 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-26 |
| Abstraksi Narasi | : | This article presents a rationale for changing the current emphasis of precollege computer courses. It suggests that as an interim approach, to be used before computers are integrated effectively across the curriculum, computer courses deemphasize BASIC programming skills and instead focus on teaching applications software skills. The research evidence regarding the quality of computer literacy courses is reviewed, and the parallel cognitive and affective consequences of programming and applications sofware are discussed. |
| Nama Pengarang | : | Thomas R. Guskey, Lockheed, Marlaine E., Ellen B. Mandinach |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-12 |
| Abstraksi Narasi | : | This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process from staff development to enduring change in teachers` perceptions and conditions under which change might be facilitated are described. Several principles for enhancing the change might be facilitated are described. Severa principles for enhancing the change process to improve staff development efforts are also outline.l |
| Nama Pengarang | : | Catherine Cornbleth |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-14 |
| Abstraksi Narasi | : | Commissioned reports calling for the reform of U.S. secondary schools have been followed by reports and recommendations for the reform of teacher education. Within the broader framework of the calls for school reform and the relatively brief history of institutionalized teacher education, this articlefocuses on meanings given to reform, including the possibility of reform as ritual, and the technical rationality that seems to underlie the reform proposals. Consideration is then given to how teacher education reform efforts might address crtical questions-particularly questions of purpose, substance, and value-that are largely neglected by the recent calls. (Note: Unless otherwise indicated, teacher education refers to the initial or preparation of teachers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-11 |
| Abstraksi Narasi | : | As economies of scale increase, school districts, by means of policy strategy, trade class size against salary incentive for teachers. This idea is developed and related to district-level achievement through an explanatory, structural equation model. The model is tested on data on student achievement in 102 Colorado school districts. The results show that the model is moderately successful for explaining reading achievement in grades 5, 6, 11, and 12. However, factors not yet included in the model are believed to have strong effects. |
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