| Nama Pengarang | : | John U. Ogbu |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 147-184 |
| Abstraksi Narasi | : | The disocourse on the ebonics resolution passed in December 1996 by the Board of Education in Oakland , CA, has increased national awareness of the language problem faced by African-American children in the public school. The discourse focused almost exclusively on dialect differences per se between the standard English of the public school and the children`s home dialect or ebonics. This article has three objectives: (a) to contribute to sociolinguistic studies of speech communities; (b) to describe and explain sociolinguistic factors (beyond language/dialect) that affect Black children`s performance on standard English` and (c) to show a connection between the children`s dialect beliefs, attitudes, and behaviors in school with those of their parents and community. This article is based on a 2-year ethnographic study of a Black speech community in Oakland, CA, characterized by bidialectalism and diglossia. However, the community and its children face a dilemma in learning and using proper English because of their incompatible beliefs about standard English. |
| Nama Pengarang | : | Donna E. Alvermann et. al. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 221-264 |
| Abstraksi Narasi | : | This study reports how adolescents` perceptions and negotiations of after-school talk about a variety of texts in a public library setting were shaped by (and helped to shape) the larger institutional and societal contexts that regularly influence young people`s actions and interactions with peers and adults. The study`s theoretical framework conceives of literacy and discourse as critical social practices and locates such practices in the interplay within and across three contexts. Twenty adolescents and two adults met for 15 weeks as members of four after-school Read & Talk (R & T) Clubs. Analyses of the field notes, club discussions, and interviews with participants and their parents indicated the adolescents viewed the R & T Clubs as social outlets and stages on which to try out new subject positions within sanctioned literacy events involving a community of their peers. |
| Nama Pengarang | : | Ron Avi Astor, Heather Ann Meyer, William Behre |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-42 |
| Abstraksi Narasi | : | Students and teachers in five high schools were given maps of their schools and asked to identify the locations and times of the most violent events and most dangerous areas in and around the school. Participants were also asked to identify the ages and genders of the perpetrators/victims of the violent events. Practicipants were then interviewed about why they believed violence occurred in the locations and times which were indicated on the maps. Results suggested that violent events occurred primarily in spaces such as hallways, dining areas, and parking lots at times when adults were not typically present. Interviews with children and school personnel and students. The study participants suggested ways to address violence in these context and increase ownership of these spaces. Teachers, `students,` and administrators` views on variables such as teacher/child relationships, gender, race, and the organizational response to school violence are contrasted. In addition, their thoughts about existing interventions such as security guards, suspension, and video/electronic monitoring are presented. Based on the findings of this inquiry, the authors recommend that interventions be designed to increase the role of students, teachers, and other school community members in reclaiming unowned school territories. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 107-112 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Daniel Pekarsky |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 113-114 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | James Paul Gee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-95 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Richard S. Prawat |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-76 |
| Abstraksi Narasi | : | This article deals with a problem that has vexed educators and learning theorists for years-- the so-called learning paradox. Attempts to explain how it is that new and better knowledge is fashioned out of prior, less complex knowledge typically rely on processes of deduction or induction or, as a third alternative, equate the generation of new knowledge with the development of new moves in the language game. A fourth promising solution to the learning paradox is advanced in this article. In this approach, based on Dewey and Peirce`s work, ideas as opposed to schemas or postmodernist discourse are viewed as the real carriers of meaning. Ideas are thought to be generated through a metaphoric process known as abduction. Abduction offers the best chance of coming the terms with the learning paradox. |
| Nama Pengarang | : | Nel Noddings |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-85 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Dee Russell |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-106 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Michael Cunningham |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-100 |
| Abstraksi Narasi | : | - |
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