Educational Researcher 42卷9期文章

1. Diversity ≠ Inclusion: Promoting Integration in Higher Education

Author:Marta Tienda

Source:Educational Researcher, 2013, 42(9):467-475

Abstract:I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits. After illustrating the contours and pace of diversification, I discuss challenges to achieving meaningful integration as campuses become more racially diverse by focusing on ethnic programming and evidence about students’ social interaction patterns. Integration is not an automatic by-product of campus diversity; therefore, to harness the benefits of diverse student bodies, institutional leaders must pursue deliberate strategies that promote inclusion.

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2. Professional Development Research: Consensus, Crossroads, and Challenges

Author:Heather C. Hill, Mary Beisiegel, and Robin Jacob

Source:Educational Researcher, 2013, 42(9):476-487

Abstract:Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.

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3. Organized Interests and the Common Core

Author:Lorraine M. McDonnell andM. Stephen Weatherford

Source:Educational Researcher, 2013, 42(9):488-497

Abstract:Among the notable aspects of the Common Core State Standards (CCSS) is the diverse array of interest groups supporting them. These organizations must now apply the strategies they used so effectively in advancing the Common Core to stem mounting opposition to it. This article draws on theories of political and policy learning and interviews with major participants to examine the role that CCSS supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups.

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4. The Past and Likely Future of an Educational Form: A Textbook Case

Author:Norm Friesen

Source:Educational Researcher, 2013, 42(9):498-508

Abstract:

At a time when it is seen as increasingly “obsolete,” this article analyzes the textbook as an evolving pedagogical form, as a changing medium comprised of smaller media components. These components include images, diagrams and also oral prompts, which have changed not so much through technical innovation as in synchrony with larger cultural and epistemological developments. This article investigates the increasingly sophisticated structuring of this textual and visual content, and the gradually sublimated “oral” interaction simulated through cues and interrogatives. These components have become highly conventionalized and elaborate, characteristics generally ignored to the detriment of publically-funded “open” e-textbook projects. Following Thomas Kuhn’s famous analyses of knowledge “paradigms,” this article concludes that the textbook’s features provide an indispensable animating didactic function.