Educational Researcher

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The Development of Expertise: The Journey From Acclimation to Proficiency
Educational Researcher - Tập 32 Số 8 - Trang 10-14 - 2003
Patricia A. Alexander
The Model of Domain Learning (MDL) is an alternative perspective on expertise that arose from studies of student learning in academic domains, such as reading, history, physics, and biology. A comparison of the MDL and traditional models of expertise is made. The key components and stages of the MDL are then overviewed. Discussion concludes with a consideration of evidence-based implicati...... hiện toàn bộ
Coh-Metrix
Educational Researcher - Tập 40 Số 5 - Trang 223-234 - 2011
Arthur C. Graesser, Danielle S. McNamara, Jonna M. Kulikowich
Computer analyses of text characteristics are often used by reading teachers, researchers, and policy makers when selecting texts for students. The authors of this article identify components of language, discourse, and cognition that underlie traditional automated metrics of text difficulty and their new Coh-Metrix system. Coh-Metrix analyzes texts on multiple measures of language and di...... hiện toàn bộ
Meta-Analysis in Education: How Has It Been Used?
Educational Researcher - Tập 13 Số 8 - Trang 6 - 1984
Robert E. Slavin
Ethics, Institutional Review Boards, and the Changing Face of Educational Research
Educational Researcher - Tập 22 Số 9 - Trang 16 - 1993
Kenneth R. Howe, Katharine Cutts Dougherty
Nhận thức Đặt tình huống và Văn hoá Học tập Dịch bởi AI
Educational Researcher - Tập 18 Số 1 - Trang 32-42 - 1989
John Seely Brown, Allan Collins, Paul Duguid
Nhiều phương pháp giảng dạy mặc nhiên cho rằng kiến thức khái niệm có thể được trừu xuất từ các tình huống mà nó được học và sử dụng. Bài viết này lập luận rằng giả định này không thể tránh khỏi việc hạn chế hiệu quả của các phương pháp như vậy. Dựa trên nghiên cứu mới nhất về nhận thức trong hoạt động hàng ngày, các tác giả lập luận rằng kiến thức là định vị, là một phần sản phẩm của hoạ...... hiện toàn bộ
#Nhận thức đặt tình huống #học nghề nhận thức #văn hóa trường học #giảng dạy toán học #hiệu quả học tập #hoạt động nhận thức
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Educational Researcher - Tập 23 Số 7 - Trang 13-20 - 1994
Paul Cobb
Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumptions that initiate this apparent forced choice between constructivist and sociocultural perspectives. I contend that the two perspectives a...... hiện toàn bộ
Test Score Patterns Across Three COVID-19-Impacted School Years
Educational Researcher - Tập 51 Số 7 - Trang 500-506 - 2022
Megan Kuhfeld, James Soland, Karyn Lewis
The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019,...... hiện toàn bộ
Mixed Methods Research: A Research Paradigm Whose Time Has Come
Educational Researcher - Tập 33 Số 7 - Trang 14-26 - 2004
R. Burke Johnson, Anthony J. Onwuegbuzie
The purposes of this article are to position mixed methods research ( mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review t...... hiện toàn bộ
Education for a “Post-Truth” World: New Directions for Research and Practice
Educational Researcher - Tập 50 Số 1 - Trang 51-60 - 2021
Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
In the so-called “post-truth” world, there exists widespread confusion and disagreement over what is known, how to know, and who to trust. Current education has largely failed to meet the challenges of this world. Grounded in a new analysis of the goals of epistemic education, we argue for new directions in instruction. Our analysis specifies three components of epistemic cognition that ed...... hiện toàn bộ
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
Educational Researcher - Tập 38 Số 2 - Trang 109-119 - 2009
Robert C. Pianta, Bridget K. Hamre
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers’ behavioral interactions with students can be (a) assessed observationall...... hiện toàn bộ
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