1,721,118 research outputs found
Stake, Robert, The Goods on American Education, Phi Delta Kappan, 80(May, 1999), 668-672.
No full textCriticizes the use of high-stakes student assessments from the perspective of test-makers themselves for not being able to achieve their political and accountability purposes
Music education for the 21st century: epistemology and ontology as bases for student aesthetic education
Get PDFWe seek to understand why persons develop their musical preferences by identifying with a particular cultural group and social background. This identification is greatly shaped by experience in their environment. Resources employed for this identification are mostly different from those employed in schools to foster academic knowledge. We argue that there needs to be renewed attention to the epistemological and ontological bases of education to examine how we can most effectively educate for the 21st Century in a relativistic and globalized world. Our focus is on music education but with the entire curriculum near at hand, together seeking to bring about a better intellectual, sociological, and aesthetic process of education. Our interest in music stems from a perceived necessity that persons trained in the arts will have special answers to the challenges of this so-called postmodern world. We offer: (1) elements of epistemology, discussing how education and music education have traditionally been focused on propositional rather than interpretive knowledge; (2) a particular perspective on ontology, making evident the ways that individuals construct meanings, interacting with their cultural environment in the shaping of social identity; and (3) the need, today more than ever, for a music curriculum fostering aesthetic experiences that develop interpretive understanding of reality and personal self. Characteristics of postmodernism in cultural studies will be employed throughout the paper
Stake, Robert E., Qualitative Research: Studying How Things Work. New York: The Guilford Press, 2010.
No full textGives practical guidance on doing qualitative research studies along with thorough rationales for producing quality work at every step of the process from setting the research question to gathering data to reviewing literature to interpreting evidence to writing the report and more; uses excerpts from Stake\u27s own work and that of his students as examples of what is discussed; a down-to-earth text, very readable, and one that constantly provokes thought
Stake, Robert E., Multiple Case Study Analysis. New York: Guilford, 2006.
No full textShows how to design, analyze, and report studies that address common issues across a group of cases; illustrated using cases from three Eastern European countries
Stake, Robert E., Objectives, Priorities, and Other Judgemental Data, Review of Educational Research, 40(April, 1970), 181-212.
No full textDiscusses objectives as judgmental data and methods and issues in studying them
Performance assessment and inferences of achievement. (Volumes I-III)
No full textETDs are only available to UIUC Users without author permissionU of I OnlyPerformance assessment has quickly become a critical topic in education because of the promises of advocates, dissatisfaction with standardized testing, and desires for meaningful evaluation of student achievement consistent with good curricula and pedagogy. Amid many new assessment practices stands a rare, mature program: the Rite of Passage Experience (R.O.P.E.), a year-long assessment of seniors at a small, alternative public high school in Racine, Wisconsin named Walden III: In the Process of Discovery.Empirical evidence of the validity of inferences of achievement formed by R.O.P.E. assessment teams was sought by means of a validation and a case study. Extensive observations, interviews, and document analysis focused on R.O.P.E. assessment events, perceptions of assessors and assessees, and contexts. Particular attention was paid to demonstrations of mastery and portfolios of a sample, partly purposeful and partly randomized, of 11 students.From voluminous data, the following assertions were drawn. (a) Inferences of student achievement arising from R.O.P.E. assessments were substantially valid, based on deep familiarity with seniors' academic and personal accomplishments in 16 areas. (b) R.O.P.E. exhibited extremely strong consequential validity. Direct educational benefits to students included self-initiated learning and focused preparation for their post-secondary goals. Educational and transformative benefits to students actually outweighed R.O.P.E.'s assessment value. R.O.P.E. also enhanced coherence of the school's educational efforts. (c) Only naturally occurring reliability is valuable. Efforts aimed at raising reliability tend to be educationally counterproductive and to compromise validity because they standardize rather than individualize, drawing attention away from students' unique achievements. R.O.P.E. exhibited strong reliability despite an absence of standardizing factors usually assumed necessary to achieve satisfactory levels of reliability. Contrary to psychometric dogma, a claim is made that reliability is neither necessary nor sufficient for validity. (d) Education needs to emphasize personalized and proleptic student assessment, including individualized standards, and to deemphasize standardized test scores. The validity of R.O.P.E.-based inferences was closely related to the extraordinary personalization of the assessment process.Made available in DSpace on 2011-05-07T14:19:24Z (GMT). No. of bitstreams: 2
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Stake, Robert E., An Evolutionary View of Educational Improvement, pp. 89-102 in Ernest House, ed., New Directions in Educational Evaluation . Philadelphia: Falmer, 1986.*
No full textConceptualizes a view of evaluation and educational improvement that honors naturalistic generalizations formed from the experiencing done by practitioners
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Effects of implementation of assessment policy on staff practices at a state department of education
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Reason: ETDs are only available to UIUC Users without author permissionETDs are only available to UIUC Users without author permissionU of I OnlyAugmenting state emphasis on student assessment to effect improvement in educational programs has implications for policies and practices of state departments of education. Changes in perceptions, values, communications, and work practices are often realized by staff members involved in educational reform process. How those changes occur are seldom empirically documented. Of particular interest in this dissertation was how increasing emphasis on assessment policy affected the implementation of state reform in Illinois, particularly the effects on language and communication within the Illinois State Board of Education (ISBE).This study entailed an empirical examination of daily transactions of ISBE personnel, concentrating on the actions taken by the Student Assessment Section and Curriculum Improvement Section, responsible for the implementation of the Learning Objectives/Assessment Program and related activities. These sections describe what happened at a state department of education when an assessment program became the principal vehicle of state reform. The study's orientation was to explore rather than to verify, particularly to provide grounds for understanding of the interrelated changes in assessment policy and educational practices. Qualitative naturalistic research methodology was employed. The methods used for data gathering included participant observation, interviews, and document analysis.Results of data analysis and interpretation were summarized in nine assertions which included: (a) disproportionate attention and support was given the Illinois Goals Assessment Program even though it was not aimed at school improvement; (b) development of reform activities were carried out by the staff with little substantive discussion of educational issues, discourse and practice were dominated by political, technical, and bureaucratic matters; (c) curriculum specialists were pressed to use language and priorities of behavioral objectives and test development in order to have a role in the implementation of the educational reform; (d) the logic of grand strategy for reform had visible flaws, inadequately connecting the state assessment program and local school improvement efforts.Influenced by the complexity of contextual factors, this study revealed that educational reform born of state and national goals, mandating state assessment programs as the vehicle to cause curricular and instructional changes, but without attempting to impact the culture of the schools and the profession of teaching, can quickly fall short of achieving these goals
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