John S Zeuli
Biographic Data
| ID | 1606174 |
|---|---|
| NAME | John S Zeuli |
| GIVEN NAMES | John S |
| FAMILY NAME | Zeuli |
| SIGNATURE | ZEULI J S |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Using Research as a Substitute for Practical Judgment: "Response to John Eisenberg's "The Limits of Educational Research
Using Research as a Substitute for Practical Judgment: Response to John Eisenberg's “The Limits of Educational Research”
Many educational reformers will agree with the empirical starting point of John Eisenberg's article. Educational reform efforts have failed. There are critiques of the failure of reform that differ considerably from the oneJohn Eisenberg suggests. I sketch out one tenable alternative that takes into consideration the indeterminacy of social situations and allows for the possibility of research-based reform. I also suggest that John Eisenberg's mo…
How do teachers understand research when they read it
Cultural Incongruities and Inequities of Schooling: Implications for Practice from Ethnographic Research
Ethnographic studies, like all research studies, provide no easy answers about what teachers should do. Zeuli and Floden support that general point by showing the complexities surrounding issues of cultural congruity. Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity. Unless teacher educa tors understand the problems …
How do teachers understand research when they read it
Using Research as a Substitute for Practical Judgment: "Response to John Eisenberg's "The Limits of Educational Research
Cultural Incongruities and Inequities of Schooling: Implications for Practice from Ethnographic Research
Ethnographic studies, like all research studies, provide no easy answers about what teachers should do. Zeuli and Floden support that general point by showing the complexities surrounding issues of cultural congruity. Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity. Unless teacher educa tors understand the problems …
Cultural Incongruities and Inequities of Schooling: Implications for Practice from Ethnographic Research
Ethnographic studies, like all research studies, provide no easy answers about what teachers should do. Zeuli and Floden support that general point by showing the complexities surrounding issues of cultural congruity. Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity. Unless teacher educa tors understand the problems …
How do teachers understand research when they read it
Using Research as a Substitute for Practical Judgment: "Response to John Eisenberg's "The Limits of Educational Research
Using Research as a Substitute for Practical Judgment: Response to John Eisenberg's “The Limits of Educational Research”
Many educational reformers will agree with the empirical starting point of John Eisenberg's article. Educational reform efforts have failed. There are critiques of the failure of reform that differ considerably from the oneJohn Eisenberg suggests. I sketch out one tenable alternative that takes into consideration the indeterminacy of social situations and allows for the possibility of research-based reform. I also suggest that John Eisenberg's mo…
Educational research (4 works) · Educator Training and Historical Pedagogy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Epistemology (2 works) · Philosophy (2 works) · Philosophy (2 works) · Anthropology (1 works)