| Nama Pengarang | : | Rudolf van den Berg, Anie Ros |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 879-906 |
| Abstraksi Narasi | : | In the present contribution, the question of the conditions under which innovations appear to succeed stands central. Such objective conditions as organizational structure, technological possibilities, and budgets are clearly important for innovations to succeed. Of particular interest here, however, are the concerns of teachers and the role that these concerns play in the innovation process. A plea is made for increased attention to the individual questions, needs, and opinions that arise among teachers in response to innovations. Concerns are presented as indicators of the subjective realities of teachers and, at times, the expression of ambivalence with regard to the innovation in question. After sketching the relevant theory, we show that increased attention in needed to the involvement of teachers and, thereby, their concerns with regard to even such recent innovations as adaptive teaching. This need is illustrated on the basis of the research material we have collected over the past few years. The data show, among other things, that teachers at different stages in the innovation process express different types of concerns. Clear attunement of innovation policy to those (possibly subjective) factors influencing the implementation process is thus seen as a necessity. Among these factors are framework of phases in the innovation, the scale of the innovation, the individual orientations of the teachers involved in the innovation, and the match between the orientations of the teachers and the concerns elicited by the innovation. |
| Nama Pengarang | : | Bernadette Baker |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 797-834 |
| Abstraksi Narasi | : | In light of numerous critiques of developmentalism, this article examines whether developmentalism has been a dangerous way to think about human life. It traces the emergence of different kinds of developmental discourse, locates the discursive preconditions for developmentalism`s dominance in education, and examines the conjuncture between developmentalism and progressivism in shaping the limits of education`s discursive field since the late 19th century. The article examines some of the productive and repressive legacies of developmental reasoning and concludes by examining present efforts to destabilize and fracture developmental discourse. It suggests that the historical articulation of developmentalism to an idea of progress has not been undermined through presentday critiques that still implicitly project " progress" as the grounds for efforts to destabilize "development." Alternatives to developmental discourse are considered in relation to how judgments of the dangerous and the good have been shaped through problematic narratives of progress and human freedom. |
| Nama Pengarang | : | Valerie E. Lee, Julia B. Smith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 907-945 |
| Abstraksi Narasi | : | This study explores whether the social that young adolescents may draw on for their academic activities is related to how much they learn in mathematics and reading over the course of a year. Data came from 1997 survey reports collected by the Consortium for Chicago School Research from 30,000 sixth and eighth graders in 304 Chicago public elementary schools about the support these students receive from their teachers, their parents, their peers, and their neighborhoods and from annual standardized tests conducted by the Chicago Public Schools. Using hierarchical linear modeling methods, we found that, on average, social support is positively but modestly related to learning. However, both learning and the relationship between social support and learning are contingent on the academic press of the school students attend. Findings are discussed within the context of school reform policies focusing on increasing social support. |
| Nama Pengarang | : | Marybeth Gasman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 739-758 |
| Abstraksi Narasi | : | A prominent sociologist and race relations activist, Charles S. Johnson dedicated his life of the advancement of Blacks. His presidency at Fisk University, a historically Black college, was the culmination of his career. During the latter part of his administration, he faced a dilemma involving an outspoken professor named Lee Lorch, who, in 1945, was accused of being a communist. Johnson and the Board of Trustees dismissed Lorch because he refused to answer a congressional committee`s questions about his previous political affiliations. In 1959, the American Association of University Professors found the late president Johnson guilty of violating the principles of academic freedom. This article explores the ways in which academic freedom, civil liberties, and civil rights clashed in the Lee Lorch case. Furthermore, it examines the ways in which the setting of a historically Black college alters traditional assumptions about application of these principles. |
| Nama Pengarang | : | William A. Firestone, John Fitz, Ihtricia Broadfoot |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 759-793 |
| Abstraksi Narasi | : | Fieldwork conducted in two American states and in England and Wales helps to clarify the implementation of assessment policy at the central, local administrative (school and distric), and classroom levels. This article examines implementation from three perspectives. The power perspective suggests that formal sanctions can result in educators attending to assessments but that such sanctions are not likely to change practice alone. A second perspective highlights what educators need to learn in order to change practice and the shortage of opportunities to do so. The legitimacy perspective attends to the ways in which policymakers generate conflidence in their institutions at different levels and the conflicting criteria for supporting institutions. We conclude that assessment policy is useful for promoting easily observable change but not deep modifications of teaching practice. |
| Nama Pengarang | : | Michelle D. Young |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 677-714 |
| Abstraksi Narasi | : | This article emerges from a perception of educational policy studies as restrained in its theoretical and methodological tools. It is argued that because most educational policy studies take place within a traditional rationalist frame, the findings of these studies do not provide a comprehensive understanding of the policy problems being researched and, thus, should not be used as the sole basis for making educational policy. In response to this problem, the author argues in favor of, describes a procedure for, and demonstrates the utility of using more than one theoretical frame in educational policy research. As a means of illustrating this process, traditional and critical theories and methods are used to examine and analyze the same issue: the relationship between parental involvement policy and the participation of Mexican-American mothers from a low-income community in their children`s education. This bitheoretical process, it is argued, reveals not only a fuller portrait but also the narrowness and constrictedness of each perspective when used alone. |
| Nama Pengarang | : | Lisa S. Goldstein |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 647-673 |
| Abstraksi Narasi | : | The literature rooted in Vygotsky`s theories has focused on the more strictly cognitive aspects of the process of the co-construction of mind, leaving the affective nature of these insteractions unexplored. The purpose of this article is to describe the affective, volitional face of the zone of proximal development. By drawing on Nel Noddings`s work on the ethic of care, I argue that the interpersonal character of the zone of proximal development closely resembles a caring encounter. In merging caring and the nation of the co-construction of knowledge, I intend to broaden our conception of the teaching-learning process and to enhance our understanding of the roles played by effect, volition, and relationship in cognitive development. |
| Nama Pengarang | : | Bruce Keith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 409-445 |
| Abstraksi Narasi | : | Departmental ratings for research doctorate programs in the Unites States are frequently placed within a teoretical framework that represents an egalitarian science enterprise based on the meritorious performance of their faculty and student. From this viewpoint, there is no need to examine the institutional context of academic departments because distinction is viewed as a matter of merit rather than affiliation. Juxtaposed to this perspective, the present inquiry, based on data from three comparable national studies of research doctorate programs, presents evidence that the ratings reflect a contextual property representative of the university and not various performance-based departmental attributes. In effect, academic departments within universities are found to be quite similar to one another with respect to external raters` perceptions of their "quality." The importance of this finding rests not with the relative ranking of departments or universities to one another but in the discovery that departmental status operates primarily within a stable institutional context. Administrative policy implications of these findings, which are relevant to both faculty leaders and institutional decision makers, are discussed in light of current perspectives on the use of departmental ratings. |
| Nama Pengarang | : | James P. Comer, Nomis M. Haynes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 599-607 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Pedro R. Portes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 489-507 |
| Abstraksi Narasi | : | The influence of various factors in immigrant students` school echievement was examined in informing broader discourses on schooling, inequality, and related conceptual issues. The ways in which different types of predictors of school achievement behave in context with factors related to adolescence and cultural adaptation in a sample of children of immigrants were explored. The influence of cultural background remains enigmatic and could not be disaggregated entirely by key demographic and sociopsychological factors considered in this study. The latter explained almost 40% of the variation in student achievement. The two groups found to excel in American schools (Asian and Cuban) have more established inroads in the community and may be able to provide greater social and cognitive support. The lowest achievers were from groups that have the least support, encounter language problems in school, and left most unwelcomed by the mainstream. The cultural compatibility between each group and the school context appears to vary in systematic ways and is addressed in a model proposed in the article. |
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