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Influences of Gender Stereotypes on Adolescents` Perceptions of Their Own Achievement
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| Pengarang | : | Laurel J. Bornholt, Jacqueline J. Goodnow , George H. Cooney |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 675-692 |
| Abstrak | : | This study of Australian students` perceptions of achievement argues for flexibility in gender stereotypes, varying with the frame of reference, and the multidimensionality of self-concepts. Students in the first 4 years of high school (N=663) completed tests and questionnaires about mathematics and English. The systematic patterns of their responses depended on contrasting subject domains and the specific or general nature of aspects of their achievement. Gender differences in how well students thought they performed were at odds with similar performances on standardized tests. Two sources of gender stereotypes explain complex interections of gender and subject domain for interrelated aspects of achievement--a tendency by males to overestimate specific task performance across domains, and traditional gender stereotypes about "natural talent" for females in English and for males in mathematics. The broad implications for ways we think about mathematics and gender require an understanding of discrete notions of ability and performance, and an acknowledgment of students` flexible self-categorizations. |
New Theoretical Insights Suggest New Approaches to Research: A Rejoinder to Davis
| Pengarang | : | Janet ward schofield, Rebecca Eurich-Fulcer, cheri L. Bri |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 619-625 |
| Abstrak | : | - |
Redesigning Teacher Salary Systems for Educational Reform
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 549-574 |
| Abstrak | : | Although recent efforts to reform teacher pay through merit pay and career ladders have not been successful, there are good reasons to consider new approaches. However, such changes should be a part of larger reform. This article assesses how changes in teacher pay can contribute to both systemic reform and restructuring agendas. Three specific alternatives--knowledge- and skill-based pay, job enlargement, and collective incentives--have potential to contribute to the motivation of teachers already on the job and to support these other reforms. These vary in the extent to which they would change the status quo. All of them have promise, but only if they are combined with other changes in working conditions. |
School Reform Unplugged: The Bensenville New American School Project, 1991-93
| Pengarang | : | Jeffrey Mirel |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 481-518 |
| Abstrak | : | In 1992, the New American Schools Development Corporation awarded Bensenville, Illinois $1.25 million to design and implement a "break the mold" educational program. Despite this subtantial amount of money, apparently broad community support, and a dedicated group of reformers pushing the proposal, within a year the Bensenville New American School project was dead. This article details the controversy that erupted over the reform program and analyzes the events that led to the dissolution of the project. The article argues that questions about such factors as school governance, local control of schools, and school finance played major roles in determining the outcome of the project. The essay concludes that such fundamental political aspects of education as who controls the schools, who pays for changes, and whose security is threatened by reform are as important to the reform process as are exciting ideas, strong financial banking, and a committed group of reformers. |
Teacher Efficacy: A Study of Construct Dimensions
| Pengarang | : | Thomas R. Guskey, Pery D. Passaro |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 627-643 |
| Abstrak | : | This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984). Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32% of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus-of-control measures of causal attribution. Implications of these findings for past and future research involving this construct are discussed. |
Teachers, Computer Tutors, and Teaching: The Artificially Intelligent Tutor as an Agent for Classroom Change
| Pengarang | : | Janet Wrd Schofield, Rebecca Eurich-Fulcer, Cheri L. Britt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 579-607 |
| Abstrak | : | This article documents, explores, and explains a paradox--that students who assert that a teacher provides better help than artificially intelligent computer-based tutor nonetheless prefer using the tutor to learning in a more traditional manner and appear to learn more while doing so. An intensive qualitative study of eight classrooms using the tutors as well as control and comparison classrooms suggests three factors that account for this seeming inconsistency. First, rather than replacing the teacher, the tutor provided and additional resource for students. Second, using the tutors allowed teachers to provide more individualized help. Third, students using the tutors had more control over the kind and amount of help they received from the teacher, with helping interactions becoming more private and potentially less embarrassing. None of these changes were envisioned by the tutor`s developers, highlighting the importance of exploring the unintended effects of technology on classroom functioning. |
The Institutional Sources Of Educational Reform: The Case of School-Based Management
| Pengarang | : | Rodney T. Ogawa |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 519-548 |
| Abstrak | : | This study describes an aspect of school-based management that previously has been ignored. Drawing on concepts from an institutional theory of organizations, this study describes the actors who shaped and promoted school-based management in the national arena, their interests, and the network that linked them. Three categories of actors are identified: policy actors, teachers union actors, and academic actors. The most prominent actors, were often organizations rather than individuals. The actors shared two overarching goals: to improve the effectiveness of public schools and enhance the professional status of teachers. The actors were linked by an informal network; that is, they were loosely organized. These and other findings suggest that school-based management was at least partially the product of the institutional environment in which schools and school districts operated. |
The Task of Improving Mathematics Classrooms: A Reply to Schofield, Eurich-Fulcer, and Britt
| Pengarang | : | Robert B. Davis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 608-618 |
| Abstrak | : | - |
The ``Grammar`` of Schooling: Why Has it Been so Hard to Change?
| Pengarang | : | David Tlack, William Tobin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 453-479 |
| Abstrak | : | Why have the established institutional forms of schooling been so stable and why did most challenge fade or become marginalized? We approach these questions by probing a few case studies of reform, some that lasted to become part of the grammar of schooling and some that did not. We begin by exploring the origins of two enduring institutional forms, the graded school and the Carnegie unit. Next we analyze the history of three transient attacks on the grammar of schooling: the Dalton Plan, the Eight-Year Study, and the new model flexible high school of the 1960s. In each case political and institutional perspectives inform our interpretations. Finally, we reflect on what the case studies suggest about the nature of institutional continuity and change and offer some polity implications for reform today. |
Common, Delinquent, and Special: On the Formalization of Common Schooling in the American States
| Pengarang | : | John G. Richardson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 695-723 |
| Abstrak | : | This article proposes that the formalization of common schooling in the American states derives from the sequence of institutional formation begining with the state asylum, moving to the reformatory, and then moving to compulsory attendance. The analysis of this sequence broadens the conception of American education and demonstrates that it is composed of three worlds: the common, the delinquent, and the special. Although distinguished by their separate institutional settings, the enactment of compulsory attendance linked each worls through the criteria that regulated access to the common school. From the early 19th century, these institutional linkages demonstrate an integration of delinquent and exceptional youth within public education. The midcentury formalization of special education categories is one contemporary outcome, inverting the original organization and purpose of common schooling. |