Educational Researcher 45卷2期

1. The Role of Relevance in Education Research, as Viewed by Former Presidents

Author: Catherine E. Snow

Source: Educational Researcher 45.2(Mar. 2016): 64-68.

Abstract:

American Educational Research Association presidents’ presidential addresses have only intermittently considered relevance as a criterion of quality for education research. A few, though, argued that education research could only distinguish itself from research in the disciplines through attention to improving educational outcomes. David Krathwohl (1969) called for a coherent community encompassing practitioners, policymakers, and researchers. Philip Jackson (1990) urged that local research knowledge, rather than research-based dictates, be communicated. Alan Schoenfeld (1999) challenged education researchers simultaneously to build knowledge and offer solutions to practical problems. He anticipated current research-practice partnerships and shifts toward practice-embedded research supports. But only if the larger education research enterprise supports these efforts will the shift be radical and robust enough to persist and survive.

2. One Hundred Years of Research: Prudent AspirationsAuthor: Gene V Glass

Source: Educational Researcher 45.2(Mar. 2016): 69-72.

Abstract:

The statistical method “meta-analysis” is perhaps unique as a contribution to empirical inquiry of many types because it arose entirely within the practice of education research. In spite of its origins, meta-analysis has found its widest application and most important contributions in the field of medicine. Contrasting the success of meta-analysis in medicine and education reveals interesting lessons for the future of education research. The findings of research studies in education are highly variable. Context matters in very significant ways when studying education phenomena, and decades of research have produced little understanding of these contextual influences. The findings of education studies remain varied in unaccountable ways.

3. Examining Conceptions of How People Learn Over the Decades Through AERA Presidential Addresses: Diversity and Equity as Persistent Conundrums

Author: Carol D. Lee

Source: Educational Researcher 45.2(Mar. 2016): 73-82.

Abstract:

The mission statement of the American Educational Research Association (AERA) articulates the following goals: “improving the educational process,” “advancing knowledge about education,” “[encouraging] scholarly inquiry related to education,” and “[promoting] the use of research . . . to serve the public good.” I examine AERA presidential addresses from 1948 to 2010 as windows into how the research community has conceptualized learning and explore the following questions: (a) What has evolved in the science of learning? (b) With what persistent questions has the field wrestled? (c) In what ways has the field addressed broader factors—social, cultural, political, economic—that represented the ecological contexts in which education in formal and informal settings played out in each decade?

4. Research on Teaching and Teacher Education and Its Influences on Policy and Practice

Author: Linda Darling-Hammond

Source: Educational Researcher 45.2(Mar. 2016): 83-91.

Abstract:

Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses both reflected the progress and challenges of research on teaching and teacher education at the times they were delivered and identified paths that the education research community could take to address the challenges. It traces key influences of these lines of work on the quality of teacher preparation, assessment of teaching effectiveness, and competing conceptions of teacher accountability. It ends with a discussion of the role of politics in setting educational policy, a call for education researchers to become more knowledgeable about and more capable of engaging in political and policy arenas productively, and a reminder that public scholarship is the goal of the 2016 AERA Annual Meeting and the topic of the next presidential address.

5. Teaching and Teacher Education: Absence and Presence in AERA Presidential Addresses

Author: Marilyn Cochran-Smith

Source: Educational Researcher 45.2(Mar. 2016): 92-99.

Abstract:

This essay considers the absence, presence, and shifting treatment of the topic of research on teaching and teacher education in AERA presidential addresses. To capture the arc of this topic, the essay is structured chronologically according to three time periods beginning with AERA’s birth in 1916 and continuing to the current years. At a general level, treatment of teaching and teacher education as a topic mirrored the contours of the emergence and historical development of the field of research on teaching and teacher education. However, the essay also acknowledges that presidential addresses are a partial lens on the field, which leaves out many significant developments, including issues and perspectives that have existed on the margins of the field.

6. And Then There Is This Thing Called the Curriculum: Organization, Imagination, and Mind

Author: Gloria Ladson-Billings

Source: Educational Researcher 45.2(Mar. 2016): 100-104.

Abstract:

Despite the long history of curriculum studies in the American Educational Research Association, few past presidents have used their presidential addresses to speak about the curriculum and its importance in education research and teaching. In this essay, I examined the presidential addresses (and paper) of three well-known curriculum theorists—Harold Rugg, Maxine Greene, and Eliot Eisner—to share their perspectives on the curriculum as a vehicle for public discourse and democratic engagement. The essay ends with a challenge to AERA members to continue to use the study of curriculum as a vehicle for democracy, civic participation, and a more equitable and just society.

7. 100 Years of Curriculum History, Theory, and Research

Author: Alan H. Schoenfeld

Source: Educational Researcher 45.2(Mar. 2016): 105-111.

Abstract:

This article reviews a collection of papers written by the American Educational Research Association’s first 50 presidents that deal specifically with curricular issues. It characterizes the ways in which curricula were conceptualized, implemented, and assessed, with an eye toward the epistemological and methodological framings that the authors brought to bear. The analysis reveals interesting lines of continuity as well as significant changes from 1916 until now, the Association’s centennial anniversary.

8. Testing and Assessment for the Good of Education: Contributions of AERA Presidents, 1915–2015

Author: Lorrie A. Shepard

Source: Educational Researcher 45.2(Mar. 2016): 112-121.

Abstract:

Early presidents of the American Educational Research Association were leaders in the testing movement. Their intentions were to improve education by means of testing, which included both IQ and achievement tests. Early measurement experts acknowledged in scholarly articles that IQ tests could not measure inherited ability of groups with vastly different opportunities to learn, and yet ability testing was promoted as a beneficial means for matching instruction to individual differences until the insights of the civil rights era in the 1960s. Standard achievement measures were developed importantly to allow valid comparisons across school systems and over time, but the representations of learning that were adequate 100 years ago came to have distorting effects on teaching and learning. Today’s young psychometricians have opportunities to create new assessments in partnership with curriculum experts, but they should remain alert to the ways that well-intentioned assessment systems have been corrupted in the past.

9. Research to Controversy in 10 Decades

Author: Eva L. Baker

Source: Educational Researcher 45.2(Mar. 2016): 122-133.

Abstract:

This article investigates the persistent and change elements of educational testing and assessment from 1920 to the present day. I show by examining the addresses and texts of American Educational Research Association presidents a continuing focus on schools, from early experiments and development up through applications in accountability systems. Continuing topics include sources of test content and uses of tests for equity, effectiveness, support of teaching, and comparisons of alternative methods through experiments or references to standards. Although early writers appeared very close to school practices, later discussions expanded implications for policy uses.

10. Education Researchers, AERA Presidents, and Reforming the Practice of Schooling, 1916–2016

Author: Larry Cuban

Source: Educational Researcher 45.2(Mar. 2016): 134-141.

Abstract:

For a century, AERA has had as its mission using research to improve K–12 and higher education practices. Born in a period of reform, the Association’s mission—reformist both in spirit and the letter—has been articulated time and again by its elected presidents. As different reform movements have swept across U.S. schools, as demographics and contexts changed, elected presidents reflecting those shifting reforms, contexts, and demographics have adhered to the founding mission of the Association. Using presidents’ addresses across the century, I show that the belief in using research to improve practice has remained stable yet contested in recent decades.

11. Evolving Research Perspectives on Education Politics and Policy

Author: Lorraine M. McDonnell

Source: Educational Researcher 45.2(Mar. 2016): 142-148.

Abstract:

The eight presidential addresses included in this essay, delivered between 1923 and 2009, focus wholly or partly on education politics and policy. Although they reflect their different intellectual and social times, they share a dominant theme in documenting the shifting and uneasy relationship between research and education policy. Presidents have expressed faith in both as resources to achieve an equal and democratic education for all children. Still that faith, expressed most strongly in the early years, has been mixed with strong doses of skepticism and caution.

12. Expanding the Epistemological Terrain: Increasing Equity and Diversity Within the American Educational Research Association

Author: James A. Banks

Source: Educational Researcher 45.2(Mar. 2016): 149-158.

Abstract:

During the civil rights movement of the 1960s and 1970s, the quest for civil rights by African Americans and other groups of color reverberated throughout the United States and the world, including within educational professional and research organizations, such as the Association for Supervision and Curriculum Development, the National Council of Teachers of English, and the American Educational Research Association (AERA). In this article, I discuss the presidential addresses of four AERA presidents, the historical and demographic context in which they were presented, and the ways in which these addresses increased equity and diversity within AERA by expanding its epistemological terrain.

13. We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All

Author: Joyce E. King

Source: Educational Researcher 45.2(Mar. 2016): 159-172.

Abstract:

Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the author’s personal and professional biography within the span of time in which these essays were published. Progress and challenges with respect to race and racism in relation to learning for freedom and democracy and research on education and society are displayed in thematic timetables organized to contextualize the intellectual issues and the social times surrounding the presidential publications. The conclusion discusses a role for AERA in supporting new possibilities for collaborative learning relative to morally engaged research as democratic educational practice.