| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-18 |
| Abstraksi Narasi | : | Educational researchers rightly puzzle about the relative merits of qualitative versus quantitative research methods and about the role that value judgments should play in the conduct of research. Unfortunately, discussions of these issues are often unproductive because they assume (albeit unwittingly) a positivistic epistemological framework. The aim of this paper is to show how rigid epistemological distinctions between quantitative and qualitative methods and between factual and value judgments rest on positivistic dogmas, and how post-positivistic thought eliminates the intractable problem engendered by positivistic epistemology of a forced choice between value-laden/qualitative and value -free/ quantitative research methods. The paperalso briefly suggests general criteria for evaluating educational research once the positivist-inspired quantiatative-qualitative and fact-value dogmas are set aside. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-9 |
| Abstraksi Narasi | : | Research on teacher education in India has increased greatly in the last 15 years. A community of professors from several instituations has developed the capability to conduct coordinated large-scale studies and to prepare doctoral students. The process of cultural borrowing greatly influences the structure and conduct of teacher education as well as the substance and design of research. Most of the studies are constructed to test the fit of Nort American theories and innovations within the Indian cultural context. This paper examines the structure of Indian teacher education, current criticisms of it, the theme of research and innovation, and the formulation of questions for cross-cultural research. In addition, observing North american practices mirrored in the Indian context provokes reflection on the structural problems of teacher education in general. |
| Nama Pengarang | : | Laurie Garduque, Aera, Joyce, Bruce, Beverly Showers, Howe, Kenneth R. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-24 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-17 |
| Abstraksi Narasi | : | Contemporary beliefs about the impact of information-processing tecnology (IPT) on thinking are examined. Whereas some suggest that learning to program and other contacts with IPT will empower thinking , it is argued from both theory and evidence that typical contacts with IPT today do not meet certain conditions for significantly reshaping thought. Whereas others suggest that IPT will have a narrowing and dehumanizing influence, it is argued that the striking diversification of IPT now underway will eventually allow for many styles of involvement. In the long term, as this diversification spreads to nearly all aspects of society, thinking may change in certain basic ways as it has in response to literacy and print. |
| Nama Pengarang | : | Joyce L. Epstein, D.N. Perkins |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-10 |
| Abstraksi Narasi | : | New financial icentive plans to restructure the rewards and proffessional development in teaching require fair and comprehensive evaluations to determine teacher quality. Some suggest that multiple judges are needed to help correct problems of shallow, partial evaluations. In this article, principals` and parent s` ratings of the same teachers are compared and school, teacher, and family factors that may influence evaluations are examined. Results suggest that parents and principals emphasize different aspects of teaching in judging teachers` merits. Principals` ratings are influenced by situational factors and the extra work that establishes some teachers` leadership. Parents` ratings are influenced by the connections teachers make with families and the quality of classroom life their children experience. The ratings are not explained by teachers` education or years of experience, with are currently common criteria for annual salary increases. Although principals` judgments may be more central, parents can make important contributions in the evaluation of teachers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-15 |
| Abstraksi Narasi | : | This article examines the merits of proposals to increase the length of the school term. In reviewing studies of school time and learning, the article points out that there is considerable variation in how existing time is used and that inconsistent effects for time are often found. The research evidence is therefore argued not support increases in the school term as a means of increasing student achievement. |
| Nama Pengarang | : | Jerome Bruner, Nancy Karweit |
| 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 | : | 13-20 |
| Abstraksi Narasi | : | Widespread acceptance of the notion of relativism has been prompted by post-positivist philosophers` discussions of the role that paradigms play in empirical inquiry and their claims that empirical evidence is inadequate for setling paradigm disputes. Problems with relativism, in turn, have encouraged certain epistemologists and methodologists to resurrect aspects of local positivism. In this article, the outhor critiques attemts to resurrent aspects of positivism and argues that the work of certain post-positivist philosophers of science-in particular, Toulmin`s discussions of the role that purpose play in rational decisionmaking -provides a more adequate respomse to the problems associated with relativism. |
| Nama Pengarang | : | Donald Warren, Robert Donmoyer |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-12 |
| Abstraksi Narasi | : | The inseparable histories of teaching, teachers, and teacher education point to social and institutional pressures on the development of teacher preparation in the United States over the past two centuries. Within this enlarged tradition, the forms and diections of teacher preparation appear in sharper focus. The persistence of basic patterns of influence and policy suggests that the reform of teacher education requires both programmatic changes and improvements in the conditions of professional practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-22 |
| Abstraksi Narasi | : | - |
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