Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Editorial Statement:

Editorial Statement: The collection of articles in this issue reflects two enduring traditions in educa­ tional research and, at the same time, offers both theoretical and methodological contributions. The first three articles contribute to the growing base of research on teaching by examining characteristics and practices of teachers in new and interesting ways. The last two articles present fine-tuned examinations of construct-validation issues that increase our understanding of student individual differences in self-concept and learning disabilities. Wilson and Wineburg lead us through a detailed application of new per­ formance assessments drawn from the Stanford Teacher Assessment Project to shed light on the teaching of two high school history teachers. Their analysis reveals much about the potential and even more about the limitations of these new approaches to teacher assessment. Schecter and Parkhurst report an ethnographic investigation of the role played by ideology in a teacher-research group. By viewing differing perspec­ tives on research (such as those held by university and school-based research­ ers) as cultural and political, rather than cognitive, in origin, the authors delineate divisions within the teacher-research movement that they view as "intellectually creative and socially important" with respect to extending and enriching the dialogue about teaching and learning. Nuthall and Alton-Lee continue to develop the details of a theory of stu­ dent learning from teaching. Student classroom experiences are operationalized as verbal data and used to predict learning at the level of individual test items across three curriculum areas with an 80-85% success rate. Marsh's article also continues his line of research on the multidimensional structure of student academic self-concept measured by the Self Description Questionnaire. Results present a particular challenge to the gender-linked hypothesis with evidence of invariance across ages and gender. The study also illustrates some extensions of Confirmatory Factor Analysis. In the last article, Swanson examines a question central to our understand­ ing of learning disabilities: whether the mental processing of students with learn­ ing disabilities differs from that of other children and whether this may be attributable to differences in metacognitive knowledge. By isolating "high-order" cognitive deficits in addition to the "low-order" processing deficits common­ ly attributed to this population, Swanson raises some issues about the very nature of learning disabilities that are of fundamental importance for educators. Finally, we call attention to the list of reviewers at the end of this section, and thank them once again for their contribution to this volume of AERJ. Future contributors should note the revised section entitled Information for Con­ tributors on the inside cover of this issue. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Editorial Statement:

American Educational Research Journal , Volume 30 (4): 1 – Jun 23, 2016
Download PDF
1 page

Loading next page...
 
/lp/sage/editorial-statement-wO81bKz0uG

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312030004727
Publisher site
See Article on Publisher Site

Abstract

The collection of articles in this issue reflects two enduring traditions in educa­ tional research and, at the same time, offers both theoretical and methodological contributions. The first three articles contribute to the growing base of research on teaching by examining characteristics and practices of teachers in new and interesting ways. The last two articles present fine-tuned examinations of construct-validation issues that increase our understanding of student individual differences in self-concept and learning disabilities. Wilson and Wineburg lead us through a detailed application of new per­ formance assessments drawn from the Stanford Teacher Assessment Project to shed light on the teaching of two high school history teachers. Their analysis reveals much about the potential and even more about the limitations of these new approaches to teacher assessment. Schecter and Parkhurst report an ethnographic investigation of the role played by ideology in a teacher-research group. By viewing differing perspec­ tives on research (such as those held by university and school-based research­ ers) as cultural and political, rather than cognitive, in origin, the authors delineate divisions within the teacher-research movement that they view as "intellectually creative and socially important" with respect to extending and enriching the dialogue about teaching and learning. Nuthall and Alton-Lee continue to develop the details of a theory of stu­ dent learning from teaching. Student classroom experiences are operationalized as verbal data and used to predict learning at the level of individual test items across three curriculum areas with an 80-85% success rate. Marsh's article also continues his line of research on the multidimensional structure of student academic self-concept measured by the Self Description Questionnaire. Results present a particular challenge to the gender-linked hypothesis with evidence of invariance across ages and gender. The study also illustrates some extensions of Confirmatory Factor Analysis. In the last article, Swanson examines a question central to our understand­ ing of learning disabilities: whether the mental processing of students with learn­ ing disabilities differs from that of other children and whether this may be attributable to differences in metacognitive knowledge. By isolating "high-order" cognitive deficits in addition to the "low-order" processing deficits common­ ly attributed to this population, Swanson raises some issues about the very nature of learning disabilities that are of fundamental importance for educators. Finally, we call attention to the list of reviewers at the end of this section, and thank them once again for their contribution to this volume of AERJ. Future contributors should note the revised section entitled Information for Con­ tributors on the inside cover of this issue.

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

There are no references for this article.