| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-23 |
| Abstraksi Narasi | : | In education research, a polar distinction is frequently made to describe and pruduce different kinds of research : quantitative versus qualitative. In this aticle, the authors argue against that polarization and the associated polarization of the "subjective" and the "objective," and they question the attribution of generalizability to only one of the poles. The purpose of the article is twofold:[a] to demonstrate that this polarization is not meaningful or productive for education research, and [b] to propose an integration approach to education research inquiry. The authors sketch how such integration might occur by adopting a continuum instead of a dichotomy of generalizability. They then consider how continuum might be related to the types of research questions asked, and they argue that the questions asked should determine the modes of inquiry that are used to answer them. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-29 |
| Abstraksi Narasi | : | The education research community sometimes invokes medical research as a model to which education ought to aspire. This article reviews some recent themes and developments in the medical field to provide a more informed basis for comparison. The use of randomized clinical trials in medical research, the role of ecidence in medical journal practice, and the rhetorical strategies for conveying research information in medical journals ae discussed. Anotable observation is that physicians often participate in clinical research and_in that work, as well as in their routine professional practice_function as knowledge workers. Educators also engage in knowledge work, but their practice is not always regarded in that way. The comparisons between medical research and education research suggest that the two fields face many similar challenges. |
| Nama Pengarang | : | Roth, Wolff-Michael , Sasha A. Barab, Carolyn Riehl, Roth, Wolff-Michael , Kadriye Ercikan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-13 |
| Abstraksi Narasi | : | The goal of this article is to advance an ecological theory of knowing,one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a paticular goal, the particular network engaged by an individual is dependent on adopted intentions and available effectivity sets, the attunements and behaviors that an individual can enlist to realize an affordance network. Thus, to help clarify the challeges of connecting learners to ekological systems through which affordance networks are activated, the authors use the term life-wold, which refers to the environment from the perspective of an individual. Building on their characterization of affordance networks, effectivity sets, and life-worlds, the authors ofter an ecological focal point for curricular design. |
| Nama Pengarang | : | Gary L. Anderson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 571-603 |
| Abstraksi Narasi | : | Current educational reforms in the U.S. contain a pervasive discourse of participation. Although calls for participation of teachers, students, parents, communities, business, and numerous other stakeholders in schools are central to most reforms, there is increasing evidence that much participatory reform is either bogus, superficial, or ineffective (Beare, 1993; Hargreaves, 1994; Malen & Ogawa, 1988; Smyth, 1993). In this article, I discuss the various influences on the discourse of participation and the ways it is currently being promoted and implemented by diverse constituencies. More specifically, I analyze (a) how participation becomes a form of public relations to create greater institutional legitimacy for current educational practices, (b) how participation mechanisms, viewed as disciplinary practices, become more sophisticated technologies of control, (c) how structures set up for greater participation often become sites for collusion, and (d) how movements promoting parental school choice in an educational marketplace are framed as providing greater parental participation. Finally, in an effort to sort out these issues and move toward more authentic forms of participation, a conceptual framework guided by five fundamental questions that orient participation efforts will be provided. |
| Nama Pengarang | : | Vera John-Steiner, Robert J. Weber, Michele Minnis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 773-783 |
| Abstraksi Narasi | : | This is a response to ``Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development`` (Clark et al., 1996), a narrative account of teacher-researcher collaborative research presented in Readers Theater format. The authors identified a powerful value tension in collaborative research-the unequal benefits that accrue to classroom teachers and academics engaged in research and publication-and suggested that this inequity could be surmounted by collaboration in the form of dialogue. Although the authors argued against generalizing from their experience or constructing an integrative theory, their observations are concordant with other collaborative situations where inequality exists. Our response proposes ways to address the issues they have identified without losing the power of a theoritical analysis. We contend that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts. |
| Nama Pengarang | : | Janis E. Jacobs, Iaura L. Finken, Nancy Lindsley Griffin, Janet D. Wright |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 681-704 |
| Abstraksi Narasi | : | Relations between parent attitudes, intrinsik value of science, peer suport, available activities, and preference for future science careers were examined for science-talented, rural, adolescent females. Two hundred and twenty 9th-12th-grade girls and their mothers responded to questionnaires about science courses, plans for future courses and college majors, perceptions of the girls` abilities in science , and numerous supports and deterrents for continued interest in science areas. Current intrinsic interest in science was most strongly related to preferring a science career, but previous experiences with science (measured by grade in school, science GPA, friends` support for science, and extracurricular science activities) and socializers` attitudes (measured by mothers` perceptions of the value of science for women and of their daughters` abilities) were also related. The discussion highlights the importance of providing activities and other supports to maintain girls` interests in science in a rural environment. |
| Nama Pengarang | : | Susan Harter, Nancy R. Whitesell, Loretta J. Junkin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 653-680 |
| Abstraksi Narasi | : | Similarities and differences in the domain-specific and global self-evaluations of 235 normally achieving, 118 learning-disabled, and 70 behaviorally discordered adolescents were documented. Factor analysis revealed eight discrete self-concept domains for each group. The importanceof success in each domain was similar for each group, as were processes predicting level of self-worth. Consistent with W. James` (1892) formulation, students with high self-worth evaluated themselves positively in domains of importance, whereas students with low self-worth reported much less favorable self-evaluations. Moreover, those with high self-worth were better able to discount areas of weakness than were those with low self-worth. Correlations between specific domains deemed important and self-worth were also very similar across groups. Differences among groups involved the level of scores in that learning-disabled and behaviorally disordered students reported lower cognitive competence and peer likability than did normally achieving students. Behaviorally disordered students also reported more negative perceptions of their conduct. Both special education groups evidenced more negative self-worth with greater discrepancies between importance and negative self-evaluations, particularly in domains salient to the difficulties related to their educational status. Discussion focuses on the examination of group similarities and differences as well as within-group processes. |
| Nama Pengarang | : | Herbert W. Marsh, Alexander Seeshing Yeung |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 705-738 |
| Abstraksi Narasi | : | Longitudinal causal models of growth in math and English constructs (school grades, standardized tests, academic self-concept, affect and coursework selection) were based on three waves of data from the large (N = 24,599), nationally representative National education Longitudinal Study of 1988. Math and English self-concepts had significant path coeficients leading to subsequent school grades, coursework selection, and standardized test scores. Unlike previous studies that did not consider math and English constructs in the same model, we found these relations to be very domain specific (e.g., there were significant positive paths from math self-concept to subsequent math outcomes but not to subsequent English outcomes). Girls had higher scores for all English constructs and math school grades, but they had lower math self-concepts. Whereas similar studies conducted over the past 20 years found diminishing gender differences, these data show relative gains for girls in achievement and coursework selection for both mathematics and English. Path coefficients relating prior math and English constructs to subsequent outcomes, however, were similar for boys and girls. Hence, the extreme domain specificity of relations between prior self-concept and subsequent outcomes was similar for boys and girls. |
| Nama Pengarang | : | Noreen M. Webb, Kariane M. Nemer, Alexander V. Chizhik, Brenda Sugrue |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 607-651 |
| Abstraksi Narasi | : | This study investigated the effects of group ability composition on group processesand outcomes in science performance assessments. Students in 21 eight-grade science classes worked on science assessments first individually, then in groups, and finally individually again. Group composition had a major impact on group discussion quality and on student achievement. Groups with above-average students produced more accurate and high-quality answers and explanations about how to solve the test problems than groups without above-average students. As a result, below-average students who worked with above-average students showed higher achievement than did below-average students who worked without above-average students. High-ability students generally performed better when they worked in homogeneous groups than when they worked in heterogeneous groups. The fact that heterogeneous groups provide a greater benefit for below-average students than they impose a detriment on high-ability students is discussed. |
| Nama Pengarang | : | Thomas S. Popkewitz |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 535-570 |
| Abstraksi Narasi | : | Current constructivists` pedagogies draw on the writings of early 20th century Russian psychologist Vygotsky and the American philosopher/psychologist Deway. This occurs without examining the historical spaces of the past and present in which that knowledge is socially constructed. This emptying of history in systems of knowledge is odd for an intellectual project concerned with cultural-historical theories. To address this ommision, the writings of Dewey and vygotsky are examined as part of the turn-of-the-century human sciences. They functioned to bring the new democratic political rationalities into the governing of individual conduct. Contemporary pedagogical theories that draw on Dewey and Vygotsky maintain this function of governing conduct, but with different narratives and images. The differences are made visible when comparing the ``problem-solving individual`` in education with the images of the individual inscribed in social theory, state policies, economics, and the military. My moving between the past and the present and between education and other social practices directs attention to the shifting terrain that relates school knowledge, power, and problems of social includion/exclusion. |
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