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Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education
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| Pengarang | : | Marilyn Cochran-Smith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 493-522 |
| Abstrak | : | Although the American educational system is dysfunctional for large numbers of children who are not part of the racial and language mainstream, there are no universal strategies for teaching children who are culturally and linguistically different from one another, from their teachers, or from students whose interests are already well served by the system. Drawing on the inquiries of students teachers working in urban elementary schools, I argue that we need to go beyond color blindness and basket making as responses to cultural diversity. Instead, I propose that we need generative ways for student teachers and teacher educators to reconsider their assumptions, understand the values and practices of families and cultures different from their own, and construct pedagogy that not only takes these into account in locally appropriate ways but also makes issues of diversity an explicit part of the curriculum. |
Dropping Out of Middle School: A Multilevel Analysis of Students and Schools
| Pengarang | : | Russell W. Rumberger |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 583-625 |
| Abstrak | : | Prior research on dropouts has often focused on high schools and examined the issue from either the individual perspective or the institutional perspective. Using data from the National Educational Longitudinal Survey of 1988 and a new form of hierarchical linear modeling (HLM), this study focuses on dropouts from middle school and examines the issue from both individual and institutional perspective. At the individual level, the results identified a number of family and school experience factors that influence the decision to leave school, with grade retention being the single most powerful predictor. But disaggregating the analysis also revealed that there are widespread differences in the effects of these factors on White, Black, and Hispanic students. At the institutional level, the results revealed that mean dropout rates vary widely between schools and that most of the variation can be explained by differences in the background characteristics of students. But restricting the analysis to lower SES schools shows widespread differences in both mean dropout rates and social class differentiation among such schools. Moreover, much of the variation among those schoold can be explained by social composition of students and by several structural features of schools and school climate. |
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement
| Pengarang | : | Haggai Kupermintz, Michele M. Ennis, Iaura S. Hamilton, Joan E. Talbert, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 525-554 |
| Abstrak | : | This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that student attitudes, instructional variables, course, and program experiences related more to knowledge, whereas gender, SES, and some ethnic differences related more of reasoning. Teacher emphasis on higher order thinking, student use of home computers, and early experience with advanced math courses related to both dimensions. It is recommended that national educational educational surveys use multidimensional achievement scores, not total scores alone. |
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II NELS:88 Science Achievement
| Pengarang | : | Laura S. Hamilton, E. Michael Nussbaum, Haggai Kupermintz, Joannes I. M. Kerkhoven, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 555-581 |
| Abstrak | : | This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88th- and 10th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th grade. Quantitative science, spatial-mechanical, and basic knowledge and reasoning were distinguishable factors in 10th-grade science factor. Teacher emphasis on problem solving and understanding related more to quantitative science, and basic knowledge and reasoning. Spatial-mechanical reasoning showed the strongest gender and ethnicity effects; it related also to science museum visits but not to instructional variables. It is recommended that multidimensional achievement scores be used to capture student and teacher effects that total scores used alone miss. |
Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms
| Pengarang | : | Victoria Purcell-Gates, Ellen Mclntyre, Penny A. Freppon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 659-685 |
| Abstrak | : | This study examined three data sets from previous studies to determine if children who begin kinderganter with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-based beginning literacy instruction to those who participated in whole language classrooms. Results show that all of the children who began school with low levels of knowledge of written syntax and vocabulary catch up to the well-read-to children`s baseline kindergarten scores on this dimension by the end of first grade. In addition, those children in whole language classes with increased levels of storybook readings, book discussions, and opportunities to explore books and to write, as compared to the skill-based curriculums, showed significantly greater growth in their knowledge of writen language and more extensive breadth of knowledge of written linguistic features. |
Schools as Communities, Proverty Levels of Student Populations, and Students` Attitudes, Motives, and Performance: A Multilevel Analisis
| Pengarang | : | Victor Battistich, Daniel Solomon, Dong-il Kim, Marilyn Watson, Eric Schaps |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 627-658 |
| Abstrak | : | Hierarchical linear modeling was used to examine relationships between students` sense of school community, poverty level, and student attitudes, motives, beliefs, and behavior among a diverse sample of 24 elementary schools. Major findings were that: (a) within schools, individual students` sense of school community was significantly associated with almost all of the student outcome measures. (b) Between schools, school-level community and poverty were both significantly related to many of the student outcomes (the former positively, the letter negatively). (c) Most of the relationships between school community and student measures held for schools at different poverty levels. (d) Several significant interactions between school community and proverty level indicated that some of the strongest positive effects of school community occurred among schools with the most disadvantaged student populations. |
Pengaruh Paparan Getaran Tempat Duduk Pengemudi Terhadap Kelelahan Kerja Pengemudi Bis Antar Kota Antar Propinsi Trayek Semarang-Yogyakarta
| Pengarang | : | Retno Rusdjijati...[et.al.] |
| Nama Majalah/Jurnal | : | Gerbang Inovasi |
| Volume / Edisi | : | 9/20, DESEMBER (No. 1) |
| Halaman | : | 31-36 |
| Abstrak | : | Semarang-Yogyakarta intercity-interprovince bus drivers work 12-16 hours daily. They work in an environment that has a risk factors associated with work related disorders, such as whole body vibration. Measurements show that the bus seat vibration was 2m /sec^ 2 when the bus runs at the speed of 60-80 km/hours. The aim of this study was to know the effect of the length of working experience, working time and seat vibration to the work fatigue of the bus driver. This study was retrospective. The sample of this study was 25 bus drivers of PO Santoso and PO Trisakti A Magelang. The sample was divided into two groups according to the length of working experience, working time and also according to the magnitude of seat vibration. The fatigue level was obtained by measuring reaction time of driver based on light stimulation using Reaction Timer L-77. The levels of seat vibration were measured by vibration meter. To know the effect of seat vibration, length of working experience and working time to the work fatigue of the bus drivers was using Kruskall-Wallis analysis. Research results shows that mean of seat vibration is 2.5m /sec^ 2 working time is 15.8 hours/day, working experience is 13.1 years and driver's fatigue level is classified as low level. Otherwise, there is no significant difference between seat vibration (p = 0.134) length of working experience (p = 0.927) , and working time (p = 0.165) to work fatigue. |
An Organizational Analysis of the Effects of Ability Grouping
| Pengarang | : | Adam Gamoran ...et. al. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 687-715 |
| Abstrak | : | Ability grouping appears to be logical means of organizing a student body with diverse academic skills. Many observers contend, however, that the practice favors students in high-ability groups at the expense of students in lower groups. An organizational conception of ability grouping clarifies the rationale for abilitty grouping but also illuminates its shortcomings: Grouping students leads to segregation on nonacademic as well as academic criteria, and differentiated instruction may lead to unequal results for students assigned to different groups. These issues are explored with data from 92 honors, regular, and remedial English classes in eighth and ninth grade. We examine the characteristics of students placed in different groups, similarities and differences in the quality of instruction across groups, and the links between instruction and achievement. The data show that rates of student participation and discussion are higher in honors classes, contributing to the learning gaps between groups. Rates of openended questions are similar across classes, but honors students benefit more from such discourse because it occurs more often in the context of sustained study of literature. |
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention
| Pengarang | : | Frances A. Campbell, Craig T. Ramey |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 743-772 |
| Abstrak | : | Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy-8 years), preschool treatment only (infancy-5 years), early elementary school treatment only (5 years-8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that givenin early elementary school. Policy implications stress the importance of providing high quality early chilhood environments for impoverished children. |
Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism
| Pengarang | : | Jim Garrison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 716-740 |
| Abstrak | : | In the quest for an epistemology that supports theories of situated cognition and social constructivism, educational theorists and researchers have overlooked one of the most familiar figures in the modern history of educational inquiry-- John Dewey. Perhaps one reason for this oversight is that if we adopted Deweyan social epistemology and constructivism we would have to come to grips with his social behaviorism as well. Besides advocating Deweyan epistemology behaviorism, the other purpose for writting this article is to urge the field of education to seriously consider behaviorism as one way of understanding social constructivism and situated cognition. |