第十四辑：Educational Researcher 42卷1期文章

1.Colorizing Educational Research: African American Life and Schooling as an Exemplar

Author: Carla R. Monroe

Source: Educational Researcher, 2013, 42(1):9-19

Abstract:Although previous authors have offered persuasive arguments about the salience of race in the scholastic enterprise, colorism remains a relatively underexplored concept. This article augments considerations of social forces by exploring how color classifications within racial arrangements frame pathways for communities of color and, therefore, must inform educational inquiries. Consistent with the rich tradition of ethnic studies, I draw on sources in the humanities, legal profession, and social sciences to demonstrate how colorism surfaces in lived experiences. The African American community is used as an exemplar for illustrating historical foundations of color bias, discussing implications of complexion difference, and offering suggestions for scholarship that advances educational research agendas.

中文题目：有色人种教育研究：作为特例的非裔美国人的生活和学校学习

中文摘要：尽管过去的学者已经针对教育中少数民族学生的卓越表现提出了有力论证，但民族主义仍然是有待解决的问题。本文探究了种族分类如何影响有色人种群体的发展轨迹，着重考虑了社会力量，因此教育研究应予以关注。与传统的种族研究一致，本文通过人文学科、法律知识和社会科学方法来描述种族主义如何生活经历中显现。本文把非裔美国人作为案例来说明历史基础带来的种族偏见，讨论了种族差异的影响，并为教育研究机构提供建议。

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2.Beyond the “National Container”: Addressing Methodological Nationalism in Higher Education Research

Author: Riyad A. Shahjahan and Adrianna J. Kezar

Source: Educational Researcher, 2013, 42(1):20-29

Abstract:This essay argues that there is a need for higher education researchers to become aware of methodological nationalism (MN) and take steps to reframe their scholarship in new ways. It illuminates two characteristics of MN prevalent in higher education research and suggests that although a few researchers have attempted to move beyond MN in the higher education globalization literature, most remain encapsulated in a view of nation-state equates society. The authors address this gap by arguing for the expansion of analytic approach to some of the common phenomena studied within U.S. higher education (such as college student experience, diversity, and governance) and highlight how these typical objects of study would transform once we overcome MN.  

中文题目：超越“国家负载”：高等教育研究中的民族主义方法论

中文摘要：本文提出，高等教育研究者需要了解民族主义方法论（MN）并利用该方法以新的方式重新组织研究。本文指出了高等教育研究中普通运用的民族主义方法论的两个特征，并指出虽然有较少的学者试图在高等教育全球化研究中对民族主义方法论进行推进，但大多学者都保留了国家政治等同于社会的观点。作者通过对研究美国高等教育（如大学生经历、多样性和管理）普遍采用的分析方法进行讨论，指出了上述问题，并指出一旦我们克服了民族主义方法论的弊端，这些典型的研究话题会怎样转变。

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3.A Systemic View of Implementing Data Literacy in Educator Preparation

Author: Ellen B. Mandinach and Edith S. Gummer

Source: Educational Researcher, 2013, 42(1):30-37

Abstract:Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.  

中文题目：教育者教学准备中数据素养的系统研究

中文摘要：在教育领域中，基于数据的抉择越来越重要。政策制订者要求教育者运用数据指导实践。尽管政策不断强调，但形成人们使用数据的能力仍需更多关注。教育者需要获得数据素养来为实践提供信息。尽管对于现在的教育者来说有很多专业发展的机会，但只有很少的正式课程与机会能够真正对培养教育者数据素养能力进行课程开发与实施。本文探究了在学校教育中越来越需要的基于数据的政策制订。方法很复杂，行动者也需要多方面的转变。本文研究从系统的视角探究了课程与方案的实施。

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4.Computational Thinking in K–12: A Review of the State of the Field

Author: Shuchi Grover and Roy Pea

Source: Educational Researcher, 2013, 42(1):38-43

Abstract:Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.   

中文题目：K-12年级学生的计算思维：对本领域研究现状的综述

中文摘要：6年前，周以真（Jeannette Wing）在一篇关于计算思维的有重大影响力的文章中提出，应在每一名儿童的分析能力中加入新的能力，作为科学、技术、工程和数学（STEM）学习的一项重要科目。什么是计算思维？这篇文章为什么能够引起教育者、教育研究者和政策制定者的共鸣？他们如何解释周以真的定义？在周以真发表这篇论文后，这个领域取得了哪些进展？本文将通过对新近以周以真论文作为出发点的研究进行综述，在当前的背景下讨论K-12教育中的计算思维，并对未来研究重点提出建议。