| Nama Pengarang | : | AERA, Richard Turner et al |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-16 |
| Abstraksi Narasi | : | AERA minority group members were surveyed after the 1984 Annual Meeting regarding their participation in the meeting and ways in which their participation might be enhanced. Results indicated that minority members attending the meeting contributed to nearly two sessions each and that minority participation in meetings can be strengthened by more informative review of presentation proposals and increased access to funds for travel costs. Survey respondents also expressed a concern for increasing their participation in the full range of AERA activities. |
| Nama Pengarang | : | Lee S. Shulman |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-14 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-8 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Laurie Garduque, Aera, Futrell, Mary Hatwood |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-19 |
| Abstraksi Narasi | : | Research on the educational facets v of television has been marred by a number of blunders that stand in danger of being repeated in the new wave of educational research on computers. Despite the clear differences in purpose and scope between televisions and computers, some usefull lessons can be drawn from earlier assumptions about learning from television. In this paper, it is argued that "computer researchers" should do the following: (a) avoid asking wether computers teach better than some putatively comparable medium; (b) utilize holistic as well as standard experimental research paradigms, particularly during the early phases of research; (c) realize that learners bring many assumtions, proclivities, and active learning strategies to any encounter with a new medium or technology; and (d) expect a range of usages and experiences and a variety of out comes from any encounter between an individual and a computer. It is particularly important to carry out background research during the period before computers became completely pervasive in the educational environment. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-26 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | John K. Smith, Lous Heshusius, Laurie Garduque, Aera, Gardner, Howard, Gavriel Salomon |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-12 |
| Abstraksi Narasi | : | The contention of this paper is that the claim of compatibility and the call for cooperation between quantiatative and qualitative inquiry cannot be sustained. Moreover, these claims have the unfortunate effect of closing down an important conversation. To elaborate these points, this paper briefly reviews the transition from conflict to cooperaton between the two perspectives and then notes how compatibility is based on a confusion over two different definitions of method. Finally, the discussion focuses on why this conversation, because it invokes issues crucial to our understanding of who we are and what we do as inquirers, must be reinvigorated. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-18 |
| Abstraksi Narasi | : | AERA has an establised commitment to equity as evidenced by Association policy and standing committes. An agenda for research on sex equity in education is proposed here and the division structure is used to cluster research areas. Research-related activities at the Association level are also proposed, with the goal of furthering the development of sex wquity as an important dimension for all research in education. Both the activities and research agenda are intended to advance a dialogue that will assist in definig the research agenda are intended to advance a dialogue that will assist in defining the research area of sex equity. Epistemological equality, concepts are definitions of sex equity, and methology are identified as fundamental concerns to be addressed in research on sex equity. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-20 |
| Abstraksi Narasi | : | In the educational research literature, alpha and p are often conflated. Paradoxically, alpha retains a prominent place in textbook discussions of such topics as statistical hypothesis testing, multivariate analysis, power, and multiple comparisons, whereas it seems to have been supplanted by p in the results sections of journal articles. The unique contributions of both alpha and p are discussed and a plea is made for using both conventions in summarizing the outcomes of tests of significance. |
| Nama Pengarang | : | Peter B. Mosenthal, William M. Stallings, Carol Kehr Tittle |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-9 |
| Abstraksi Narasi | : | This paper addresses the question, What is progress in educational research? It is argued that the quesstion is fundamental to understanding how effective educational research is and might be in improving practice. The paper begins with a discussion of the problem of partial specification. The consequences of this problem for defining the research-practice relationship are considered. It is shown that these solutions represent different approaches to defining progress in educational research. In addition, it is argued that these solutions have different implications for relating research to practice. The paper concludes by raising several questions that educational researchers need to considers if some of rapprochement among definitions of progress in educational research is to be made. |
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