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A Case Study of Empowering Principal Behavior
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| Pengarang | : | Ulrich C. Reitzug |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 283-307 |
| Abstrak | : | During the past decade there has been considerable criticism of administrative leadership behavior in schools. Criticism has focused on the hegemony of autocratic forms of leadership as well as on the manipulation inherent in leadership practices that "sell" leader-held conceptions of organization direction and practice to followers. Principals have been exhorted to empower teachers. However, much of the empowerment literature promotes a narrow conception of empowerment: more expansive constructs are long on concept and theory and short on field-based examples of principal behavior that inform practice. This study addresses this criticism by integrating an iteration of recently developed theoretical empowerment framework with field-based data collected in a case study of one principal. |
Antipolitics, Education, and Institutional Choice: The Flight From Democracy
| Pengarang | : | David N. Plank, William Lowe Boyd |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 263-281 |
| Abstrak | : | Schools are expected to accomplish a variety of goals in modern societies, ranging from enhancing economic competitiveness to ensuring equality of opportunity to protecting students from AIDS. Increasing numbers of education policy analysts of divergent political and scholarly persausions agree that under present arrangements for educational governance schools have failed to achieve crucial public purposes. Agreement that present arrangements have failed is inevitably accompanied by intense disagreements about how schools should be governed, and it is therefore in the antipolitics of institutional choice that the main conflicts now emerge in the politics of education. Antipolitics is often associated with a willingness to dispense with democratic governance, in order to accomplish one or another of the public purposes to which schools are dedicated. |
Assessment for Measurement or Standards: The Peril and Promise of Large-Scale Assessment Reform
| Pengarang | : | Catherine Thylor |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 231-262 |
| Abstrak | : | The current call performance-based assessments is, in part, a consequence of inappropriate uses of norm-referenced achievement tests. Still, the use of performance-based assessment will not automatically eliminate the negative consequences of high-stakes tests, nor support hoped-for changes in schools. School reform will be supported only if new assessment systems are developed using a model that is in harmony with the goals of reform. This article reviews two models for assessment, the measurement model and the resulting implications for performance-based test development. It briefly reviews the current testing debate, defines terms such as authentic assessments and performance-based assessments, and discusses the compromises that have led to the failed attempts to use testing to set standards for education. Finally, the article reflects on the power each assessment model can have on reform efforts. |
Extended Wait Time and University Student Achievement
| Pengarang | : | Orpha K. Duell |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 397-414 |
| Abstrak | : | Two experiments examined the effects of extending the pauses between teacher questions and naming a student, wait time I. Although articles addressing both preservice and practicing teachers admonish them to extend these pauses to be more effective questioners, compariisons of wait times of 1 s with 3 s, and 3 s with 6 s, detected no significant advantage for extended wait times when university students answered either low-level knowledge questions or higher level application and synthesis questions. Contrary to predictions based upon prior research with younger students, extending wait time to 6 s actually lowered higher level cognitive achievement. The findings are discussed in relationship to those of prior studies examining extended wait time and an information processing model of learning. |
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
| Pengarang | : | Alison King |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 338-368 |
| Abstrak | : | Following teacher-presented science lessons, pairs of fourth and fifth graders studied the material by asking and answering each others` self-generated questions. In one condition students` discussion was guided by questions designed to promote connections among ideas within a lesson. In a second condition discussion was guided by similar lesson-based questions as well as ones intended to acces prior knowledge/experience and promote connections between the lesson and that knowledge. All students were trained to generate explanations (one manifestation of complex knowledge construction). Analysis of post-lesson knowledge maps and verbal interaction during study showed that students trained to ask both kinds of questions engaged in more complex knowledge construction than those trained in lesson-based questioning only and controls. These findings, together with performance on comprehension tests for material studied, support the conclusion that, although both kinds of questions induce complex knowledge construction, questions designed to access prior knowledge/experience are more effective in enhancing learning. |
How Subject-Matter Knowledge Affects Recall and Interest
| Pengarang | : | Patricia A. Alexander, Jonna M. Kulikowich, Sharon K. Schulze |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 313-337 |
| Abstrak | : | This research examined the influence of subject-matter knowledge on students` recallof and interest in scientific exposition. Two forms of subject-matter knowledge were assessed: topic knowledge (i.e., specific subject-matter knowledge referenced in text) and domain knowledge (i.e., knowledge pertinent to a particular field of study). Two hundred and nine college students read two popular-press passages from the domain of physics. Tests of topic knowledge and domain knowledge were administered to students prior to reading the passages. During reading, students rated how interesting they thought each passage and each of its paragraphs were. After reading, students completed a recall measure. Regression analyses showed that subject-matter knowledge, particularly domain knowledge, predicted both recall and interest. Findings tend to support a three-stage model of domain learning that proposes an interactive picture of student knowledge, recall, and interest. Implications for research and practice are discussed. |
Navigating the Psychosocial Pressures of Adolescence: The Voices and Experiences of High School Youth
| Pengarang | : | Patricia Phelan, Hanh Cao Yu, Ann Locke Davidson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 415-447 |
| Abstrak | : | This article describes pressures and problems in adolescents` family, peer, and school worlds that they perceive as powerful enough to have an impact on their ability to engage optimally in school and learning endeavors. The study sample includes 55 ethnically and academically diverse youth in four urban desegregated high schools in California. The primary data were obtained through four in-depth interviews with each student over a period of 2 years. Using the Students` Multiple Worlds Model and Typology (Phelan, Davidson, & Yu, 1993), which provides a framework for examining the interrelationships of sociocultural components in students` worlds, we discuss the problems reported by youth in each of four category types: (a) congruent worlds/smooth transitions; (b) different worlds/bonder crossings managed; (c) different worlds/border crossings difficult; and (d) different worlds/bonder crossings resisted. Further, we describe social, emotional, and educational consequences of the problems that youth face. |
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
| Pengarang | : | Noreen M. Webb, Sydney Farivar |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 369-395 |
| Abstrak | : | This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics classes (n=166) were randomly assigned to instructional condition. After preparation for group work, students worked in peer-directed small groups on a 4-week unit on operations with fractions. Results showed that Latino and African-American students gave and received more elaborated help, and showed higher achievement, in the experimental condition than in the comparison condition. Differences between instructional conditions were greater for one teacher than for the other. Reasons for these differences are discussed. No significant differences between conditions, in verbal interaction or achievement, appeared for white students. |
Burnout: Testing for the Validity, Replication, and Invariance of Causal Structure Across Elementary, Intermediate, and Secondary Teachers
| Pengarang | : | Barbara M. Byrne |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 645-673 |
| Abstrak | : | The study investigated the impact of organizational (role ambiguity, role conflict, work overload, classroom climate, decision making, superior support, peer support) and personality (self-esteem, external locus of control) factors on three facets of burnout--Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. Participants were full-time elementary (n=1203), intermediate (n=104), and secondary teachers (n=1431). A hypothesized model of burnout was first tested and crossvalidated for each teaching panel; common causal paths were then tested for group-invariance. Results were consistent across groups in revealing the importance of (a) role conflict, work overload, classroom climate, dicision making, and peer support as organizational determinants of teacher burnout, (b) self-esteem and external locus of control as important mediators of teacher burnout, and (c) the absence of role ambiguity and superior support in the casual process. Findings demonstrated that interpretations of burnout as a undimensional construct are not meaningful. |
Mereka Bicara Pendidikan Akuntansi
| Pengarang | : | Redaksi Akuntan Indonesia |
| Nama Majalah/Jurnal | : | Akuntan Indonesia AI : Mitra Dalam Perubahan |
| Volume / Edisi | : | II (No. 9) |
| Halaman | : | 20 |
| Abstrak | : | Abstrak tidak tersedia. |