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Teachers and Researchers in Collaboration: Reflections on the Process
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| Pengarang | : | Villiam E. Bickel, Rosemary A. Hattrup |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 35-62 |
| Abstrak | : | This research describes a 54-month National Science Foundation-supported collaboration, the Thinking Mathematics Project, between the American Federation of Teachers (AFT) and the Learning Research and Development Center (LRDC) of the University of Pittsburgh wherein expert teachers and cognitive researchers sought to codify the best of clinical and research knowledge on student learning and instruction for mathematics in the early grades. The authors draw on their documentation of the development of the collaboration between these two organizations and the teachers and researchers involved to provide highlights of participants` reflections of the collaborative experience. Lessons about what works and what doesn`t when teachers and researchers attempt to build a common learning community are described. |
Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/ Monolingual Reading
| Pengarang | : | Robert T. Jimdnez, Georgia Earnest Garcia, P. David Pearson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 67-97 |
| Abstrak | : | The major goal of this article was to describe and understand the cognitive and metacognitive knowledge of proficient bilingual reader who was Latina. This was accomplished by comparing her reading processes and strategies with those of a marginally proficient bilingual reader and a proficient monolingual reader. Data collection processes included prompted and unprompted think-alouds, interviews, text retellings, a prior knowledge measure, and a questionnaire. All student participants read one narrative and two expository texts in English, and the two bilingual students also read a comparable set of Spanish texts. Qualitative analysis revealed four key dimensions that distinguished the proficient bilingual reader`s performance from those of the other two readers: How she navigated unknown vocabulary in both languages, how she viewed the purpose of reading how she interacted with text, and how she took advantage of her bilingualism. It was concluded that explicit knowledge of the relationship between Spanish and English can facilitate bilingual students` reading comprehension, that unknown vocabulary was an obstacle to reading comprehension for the two bilingual readers, that reading expertise and bilingualism visibly affected the reading comprehension of the bilingual students, and that the cultural and linguistic familiarity of the reading passages created a qualitatively different experience for the proficient monolingual reader. |
A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States
| Pengarang | : | Richard E. Mayer, Valerie Sims, Hidetsugu Tajika |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 443-460 |
| Abstrak | : | This brief report compared the lesson on addition and subtraction of signed whole numbers in three seventh-grade Japanese mathematics textbooks with the corresponding lesson in four U.S. mathematics textbooks. The results indicated that Japanese Books contained many more worked-out examples and relevant illustrations than did the U.S. Books, whereas the U.S. books contained roughly as many exercises and many more irrelevant illustrations than did the Japanese books. The Japanese books devoted 81% of their space to explaining the solution procedure for worked-out examples compared to 36% in U.S. books; in contrast, the U.S. books devoted more space to unsolved exercises (45%) and interest-grabbing illustrations that are irrelevant to the lesson (19%) than did the Japanese books (19% and 0%, respectively). Finally, one of the four U.S. books and all three Japanese books used meaningful instructional methods emphasizing (a) multiple representations of how to solve worked-out examples using words, symbols, and pictures and (b) inductive organization of material beginning with familiar situations and ending with formal statement of the solution rule. The results are consistent with classroom observations showing that Japanese mathematics instruction tends to emphasize the process of problem solving more effectively than does U.S. mathematicd instruction (Stevenson and Stigler, 1992). |
Conceptions of Knowledge and Beliefs: A Comparison Across Varying Cultural and Educational Communities
| Pengarang | : | Patricia A. Alexander, Filip J. R. C. Dochy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 413-442 |
| Abstrak | : | In this study, we asked adults in the United States (n=54) and Europe (n=66), primarily the Netherlands, to share their views on the concepts of knowledge and beliefs. Among the 120 participants, there were three levels of expertise represented. Specifically, there were (a) adults seeking postsecondary degrees, (b) those completing graduate degrees or holding terminal degrees, and (c) those considered experts in the area of either knowledge or beliefs. While there were some similarities in the conceptions of knowing and believing within both cultural groups, differences related to the definition of and relationship between knowledge and beliefs were identified. For example, it was found that the European respondents tended to be more diverse in their viewpoints than the Americans, particularly those enrolled in undergraduate programs. However, the experts, particularly those from the United Status, were more diverse and more cautious in their views than those in the other two educational groups. The implications of such findings for educational practice and future research are then discussed. |
Context, Cognition, and Culture: A Case Analysis of Collegiate Leadership and Cultural Change
| Pengarang | : | Anna Neumann |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 251-279 |
| Abstrak | : | This article, presented as an interpretive case study, examines how members of an established college culture experienced change related to the entry of a new college president and how new president changed as a result of his entry experience. The study analyzes the evolving relationship between the new president and campus participants in five phases: (a) the president entering and making sense of the new setting, (b) the president selectively adjusting the setting, (c) the president stirring the setting, (d) campus participants discovering and responding to changes the president makes in their shared setting, and (e) the president addressing these responses, including their effects in him. |
Students` Help Seeking During Problem Solving: Effects of Grade, Goal, and Prior Achievement
| Pengarang | : | Richard S. Newman, Mahna T. Schwager |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 352-376 |
| Abstrak | : | We investigated the types of help that students request while solving math problems under the tutelage of an adult. One hundred eighteen third and sixth graders, classified as high, medium, and low math achievers and working under one of two academic goal conditions ( i.e., either learning or performance goals), were asked to solve inductive reasoning problems. Students were encouraged to request whatever information they felt they needed. We found that sixth graders, in comparison with third graders, were more likely to ask for process-related hints and less likely simply to ask for the answer or express a vague lack of understanding. Students given learning goals, in comparison with those given performance goals, were more likely to request confirmation of an answer and less likely to show maladaptive patters of questioning. Performance goals had a strong, detrimental effect on the number of problems that low achievers solved. Relations among goals, prior math achievement, help seeking, and problem-solving performance were examined. |
Success and Failure in Junior High School: A Critical Incident Approach to Understanding Students` Attributional Beliefs
| Pengarang | : | Walter P. Vispoel, James R. Austin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 377-412 |
| Abstrak | : | Attribution theory, which focuses on students` beliefs about why they succeed or fail, has served as the interpretative framework for numerous studies of student motivation. Yet, the relevance of this research to educational practice has been questioned because most studies focus on college students` reactions to hypothetical scenarios or contrived laboratory tasks. To address this problem, we employed a critical incident methodology in which junior high school students recalled naturally occurring successes and failures in four subject areas (English, math, general music, and physical education) and rated the relevance of eight causal attributions in explaining each outcome. We explored the effects of situational context (subject area, activity) on attributional beliefs, the relations between attributional beliefs and reported grades, and the dimensionality of attributional beliefs. Our results high-lighted the context-specific nature of causal beliefs and their strong linkages to reported classroom achievement. Our factor analyses of attributional ratings did not yield dimensions of locus, stability, and controllability but instead showed a systematic trend for external attributions to generalize across subject areas and for internal attributions to remain subject-area specific. We discuss implications for teachers and researchers. |
The Cooperative Elementary School: Effects on Students` Achievement, Attitudes, and Social Relations
| Pengarang | : | Robert J. Stevens, Robert E. Slavin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 321-351 |
| Abstrak | : | This article reports the results of a 2-year study of the cooperative elementary school model which use cooperation as an overarching philosophy to change school and classroom organization and instructional processes. The component of the model include: using cooperative learning across a variety of content areas, full-scale mainstreaming of academically handicapped students, teachers using peer coaching, teachers planning cooperatively, and parent involvement in the school. After the first year of implementation, students in cooperative elementary schools had significantly higher achievement in reading vocabulary. After the second year, students had significantly higher achievement in reading vocabulary, reading comprehension, language expression, and math computation than did their peers in traditional school. After 2 years, academically handicapped students in cooperative elementary schools had significantly higher achievement in reading vocabulary, reading comprehension, language expression, math computation, and math application in comparison with similar students in comparison schools. There also were better social relations in cooperative elementary schools, and handicapped students were more accepted socially by their nonhandicapped peers than were similar students in traditional schools with pull-out remedial programs. The results also suggest that gifted students in heterogeneous cooperative learning classes had significantly higher achievement than their peers in enrichment programs without cooperative learning. |
The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again
| Pengarang | : | Herbert W. Marsh, Danuta Chessor, Rhonda Craven, Lawrence Roche |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 285-319 |
| Abstrak | : | Participation in gifted and talented (G&T) programs is predicted to have negative effects on academic-- but not nonacademic-- self-concept on the basis of social comparison theory and Marsh`s big-fish little-pond effect (BFLPE). In two studies, students in G&T programs experienced systematic declines in three components of academic self-concept (Reading, Math, School) over time and in relation to matched comparison students in regular mixed ability classrooms, but not in four components of nonacademic self-concept (Physical Appearance, Peer Relations, Parent Relations). In both studies, these results were consistent over gender, age, and initial ability level. Selection criteria, program strategies, and advice to parents are proposed to counteract this BFLPE and to maximize the benefits associated with G&T programs. |
The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects
| Pengarang | : | Susan S. Stodolsky, Pamela L. Grossman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 227-249 |
| Abstrak | : | This article tests a framework connecting features of subject matter with curricular activities among high school teachers of five academic subjects. Using survey responses, it compares the conceptions of subject matter (defined, static, sequential) and curricular activities (coordination, coverage, consensus on content, standardization, course rotation,etc.) of English, social studies, science, math, and foreign language teachers from 16 high school. Teachers differ in their perceptions of their subjects as defined, sequential, and static. For example, math and foreign language teachers score higher on those features than other teachers. In turn, certain curricular activities seem to differ depending on subject features. For example, in sequential subjects, teachers report more coordination with colleagues and more press for coverage of content than in less sequential subjects. Implications for research and policy are presented. |