Review of research in education

Author(s)

• Shulman, Lee S.
• Mowry, Susan
• Berliner, David C.
• American Educational Research Association

Bibliographic Information

Review of research in education

Fred N. Kerlinger editor

F. E. Peacock, c1973-

• v. 1 : 1973
• v. 2 : 1974
• v. 3 : 1975
• v. 4 : 1976
• v. 5 : 1977
• v. 6 : 1978
• v. 7 : 1979
• v. 8 : 1980
• v. 9 : 1981
• v. 10 : 1983
• v. 11 : 1984
• v. 12 : 1985
• v. 13 : 1986
• v. 14 : 1987
• v. 15 : 1988-1989
• v. 16 : 1990
• v. 17 : 1991
• v. 18 : 1992
• v. 19 : 1993
• v. 20 : 1994
• v. 21 : 1995-1996
• v. 22 : 1997
• v. 23 : 1998
• v. 24 : 1999
• v. 25 : 2000-2001
• v. 26 : 2002
• v. 27 : 2003
• v. 28 : 2004
• v. 29 : 2005
• v. 30 : 2006

Other Title

The Elementary and Secondary Education Act at 40 : reviews of research, policy implementation, critical perspectives, and reflections

Rethinking learning : what counts as learning and what learning counts

Note

Description based on vol. 1

子書誌あり

"Special issue on The Elementary and Secondary Education Act at 40 : reviews of research, policy implementation, critical perspectives, and reflections" -- v. 29, cover and half t.p

v. 30, cover title: Rethinking learning : what counts as learning and what learning counts

v. 4, 5 / Lee S. Shulman, editor ; assistant editor, Susan Mowry

v. 8, 9 / David C. Berliner, editor

Publisher varies, v. 7-30 : American Educaitonal Research Association

Publisher varies, v. 31-: Published on behalf of the American Educational Research Association by SAGE Publications

Includes bibliographies and indexes

Description and Table of Contents

Volume

v. 26 : 2002 ISBN 9780935302295

Description

Though the actual rate of violence within schools has been dropping over the past few years, the impacts of those events has escalated, in large part due to the availability of increasingly sophisticated weaponry. Just as education and violence intersect in complex ways, so do education and welfare--both social interventions intended to support children's growth and development. Chapters in this volume of Review of Research in Education explore the complex relationship between education and welfare, explore the impacts of social interventions on supporting the prosocial development of youth, and look at macro- and micro-level classroom processes. Education intersects with larger social phenomena in many different ways. This volume helps to better understand these intersections not just as educational phenomena but also as legal, social, psychological, and political acts.

Volume

v. 27 : 2003 ISBN 9780935302301

Description

This volume of Review of Research in Education is devoted to research on "policy tools" that could be used to promote improvements in education. The volume comprises chapters on standards and assessments--tools that have formed the core of a "standards-based" approach to education policy that has been central in discussions of education policy in the past two decades. Chapters also address two areas--professional development and educational technology--that have been featured in policy discussions but do not neatly fit the notion of "tools". Policymakers have invested heavily in both these areas, presumably with the thought that additional resources would be used to produce improved outcomes. In comparison with standards and assessments, however, these two "tools" are more oriented toward increasing the capacity of the system than toward pushing the system in a particular direction.

Volume

v. 28 : 2004 ISBN 9780935302318

Description

In recognition of the 50th anniversary of the Supreme Court's decision in Brown v. Board of Education (1954), this volume of Review of Research in Education looks at education research linked to issues addressed in that decision. In the Brown case, the court asserted the central importance of the government's role in education. The court reversed the previous legal doctrine that had permitted "separate but equal" schools for Black and White children, setting the stage for court-ordered school desegregation in the decades to follow. The chapters in this volume recognize the tremendous significance of the Brown decision and the subsequent "Brown II" decision (1955), in which the court laid out principles for the manner and timing of compliance with the order for the elimination of segregated schools. But these chapters also discuss research that has looked at both the limits on the effects of the decision and the ways in which the decision had unintended consequences that undercut the quality of education for children from minority groups.

Volume

v. 29 : 2005 ISBN 9780935302325

Description

Passed by the U.S. Congress in the spring of 1965 as part of President Lyndon Johnson's War on Poverty, the Elementary and Secondary Education Act (ESEA) was one of the most significant and expansive education policy initiatives ever undertaken by the federal government. The main component of the act, Title I, allocated significant resources to schools to meet the needs of children who lived in economically distressed areas. At this point in ESEA's policy history, it is important to examine the following questions: Which programs or initiatives are indeed effective in reaching their academic and social effectiveness goals? Which ones are relatively ineffective, and what are the reasons? What roles do the political economy, social contexts, past and present discrimination, and other societal factors play in stacking the odds against any potential gains that can be made through federal policies such as ESEA? How and why has ESEA changed over the past 40 years, and how have the changes in the legislation been dependent on the political and social culture of education policy tied to poverty, race, and ideology? Some of the chapters share research-based insights into possible answers to these questions as well as raising more issues for debate and discussion. The chapters address not only the education policy culture that formed one of the lenses through which education, race, and poverty are viewed, but also how this culture has been altered by the No Child Left Behind Act and what the future holds for ESEA, from both the research and policy perspective for these types of major federal compensatory efforts.

Table of Contents

Chapter 1: National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications - Geoffrey D. Borman Chapter 2: Partisanship and Ideology in the ESEA Reauthorization in the 106th and 107th Congresses: Foundations for the New Political Landscape of Federal Education Policy - Elizabeth H. DeBray Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education - Janet Y. Thomas and Kevin P. Brady Chapter 4: Immigrant Newcomer Populations, ESEA, and the Pipeline to College: Current Considerations and Future Lines of Inquiry - Vivian Louie Chapter 5: What No Child Left Behind Means for College Access - Sara Goldrick-Rab and Christopher Mazzeo Chapter 6: Seen But Not Heard: ESEA and Instructional Aides in Elementary Education - Karla C. Lewis Chapter 7: The No Child Left Behind Act of 2001: The Federal Government's Role in Strengthening Accountability for Student Performance - Marnie S. Shaul and Harriet C. Ganson

Volume

v. 30 : 2006 ISBN 9780935302332

Description

The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of the 20th century. Like those at the turn of the 20th century, education researchers and their constituencies (e.g., students, teachers, community members, and policy makers) are faced with a series of questions: How are we to respond to the educational challenges of this new millennium? How do we engage with new forms of learning, the influence of new media on children's lives, changing community dynamics, and many long-standing and tenacious educational and social problems? And how can research and theory constructively and critically engage with the demands and imperatives of government educational and social policies? In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.

Table of Contents

Introduction: Rethinking Learning: What Counts as Learning and What Learning Counts - Judith Green and Allan Luke Chapter 1: Redefining Disciplinary Learning in Classroom Contexts - Michael J. Ford and Ellice A. Forman Chapter 2: Cross-National Explorations of Sociocultural Research on Learning - Olga A. Vasquez Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda - Alfredo J. Artiles, Elizabeth B. Kozleski, Sherman Dorn, and Carol Christensen Chapter 4: Validity in Educational Assessment - Pamela A. Moss, Brian J. Girard, and Laura C. Haniford Chapter 5: Social, Methodological, and Theoretical Issues Regarding Assessment: Lessons From a Secondary Analysis of PISA 2000 Literacy Tests - Jean-Yves Rochex Chapter 6: Culture and Learning in the Context of Globalization: Research Directions - Wan Shun Eva Lam Chapter 7: Engaging Young People: Learning in Informal Contexts - Jennifer A. Vadeboncoeur Chapter 8: Youth, Technology, and Media Cultures - Julian Sefton-Green

by "Nielsen BookData"

Details

• NCID: BA49963247
• ISBN:
  • 0875812147
  • 087581218X
  • 0875812392
  • 093530200X
  • 0935302018
  • 0935302026
  • 0935302026
  • 0935302050
  • 0935302069
  • 0935302077
  • 0935302107
  • 0935302115
  • 0935302123
  • 093530214X
  • 0935302158
  • 0935302166
  • 0935302204
  • 0935302220
  • 0935302239
  • 0935302247
  • 0935302271
  • 0935302298
  • 0935302301
  • 093530231X
  • 0935302328
  • 0935302336
• LCCN: 72089719
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Itasca, Ill.
• Pages/Volumes: v.
• Size: 24 cm