| Nama Pengarang | : | Sam Wineburg, Susan Mosborg, Dan Porat, Ariel Duncan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 40-76 |
| Abstraksi Narasi | : | Deskripsi abstrak ringkas tidak tersedia untuk artikel ini. |
| Nama Pengarang | : | Sarah Theule Lubienski, Christopher Lubienski |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 651 - 698 |
| Abstraksi Narasi | : | Using data from the 2003 national assessment of educational progress, this analysis compared mathematics achievement in public, charter, and major types of private schools to examine whether disparities in achievement are due to differences in school performance or student demographics in various sectors. Hierarchical linear models were used to control for student and school level demographic characteristic. The analysis indicated that the relatively high raw scores of private schools were more than accounted for by student demographics. In fact, after demographic differences had been controlled, the private school advantage disappeared and even reversed in most cases. these findings raise questions about the basis of reform models that seek remedies in parental choice, autonomy competition, and other attributes associated with the private school sector. |
| Nama Pengarang | : | Joseph R. Jenkins, Philip S. Dale, Paulette E. Mills, Kevin N. Cole |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 737 - 781 |
| Abstraksi Narasi | : | This article reports the academic and special education status of 129 graduates of special education preschools at 19 years of age. participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with results at carier follow-up points, program main effects were not significant: however, the aptitude x treatment interactions (ATIs) documented at earlier ages were absent. Sample differences among of preschool child characteristics and early achievement accounted for 78% of final achievement variance. Male participants had higher achievement than female participants but were disproportionately placed in special education. Special education placement and disability classifications fluctuated over the course of schooling. |
| Nama Pengarang | : | Anna Neumann |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 381 - 424 |
| Abstraksi Narasi | : | Interviews with 40 recently benured university professors indicated that scholarly work is emotional in cntent: it drwas on scholars emotional resources. Yet, discourse about scholarship`s personal and emotional meanings is uncommon, given historic separations (reified in university policy) between emotional and cognitive work and between personal and professional endeavours. This study blurs such distinctions by portraying academic work as achored in a concept of passionate thought as discrete and bounded peak experiences and as contextualization of these peak experiences in broader emotional processes, interactions, and remembrance. the study`s contributions include its representation of scholarly learning as emotional in content and as emotionally contextualized (and thereby as emotionally complex) and its implications for reform of policy discourses to account for the personal content of scholarly work. |
| Nama Pengarang | : | Cynthia E. Coburn |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343 - 379 |
| Abstraksi Narasi | : | Policy problems do not exist as social fact a waiting discovery. Rather, tey are constructed as policymakers and constituent interpret a particular aspect of the social world as problematic. how a policy problem is framed is important because it assigns responsibility and creates rationales that authorize some policy solutions and not others. this article brings together sense-making theory and frame analysis to understand the dynamics of problem framing during policy implementation. Data were derived from a yearlong ethnographic study of one schools response to the California reading initiative. results showed that the schools response depended on how school staff constructed their understanding of the relevant problem to be solved. The problem framing process was ilerative and contested, shaped by authority relations and mediated by teachers social networks. ultimately, it proved important for motivating and coordinating action, reshaping authority relations and influencing teachers beliefs and practices. |
| Nama Pengarang | : | Jung-Sook Lee, Natasha K. Bowen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 193 - 218 |
| Abstraksi Narasi | : | This study examined the level and impect of five tipe of parent involvement on elementry school children's academic achivementby race/ ethnicity, poverty, and pareneducational attainment. The sample comprise 415 third through fifth graders who completed the elementary school success profile. Hpotesis from bourdieu's theory of cultural capital were assessed with t tests, chi - squage statistics, and hierarchical regression. Consisten with the theory, parents with different demograpic characteristics exhibited different type of involvements, and the types of involvement exahibited by parents from dominant group had the strongest association wiht achievent. However,contrary to theorefiticaal expentasion, members of dominan and nondominant groups benefited similarly from certain type of involvements and ferently from othher. Implication research and practice are discussed. |
| Nama Pengarang | : | Dorothea Anagnostopoulos |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-42 |
| Abstraksi Narasi | : | Merit promotion policies that require students to post passing scores on standardized tests or be retained in grade have become widespread. In this study, the author used a cultural sociological perspective to examine how teachers and students at two urban high schools enacted a district-wide merit promotion policy. Findings indicate that rather than compelling teachers and students to remedy school failure academically ''deserving'' students from those deemed ''undeserving.'' Moral boundaries were manifest in classroom practices that limited the learning opportunities provided to demoted students. The study extend research on merit promotion by illuminating how such policies operate in urban high schools as both resources for students identity construction and as mechanisms of social exclusion. |
| Nama Pengarang | : | Richard R. Pearce |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 75-101 |
| Abstraksi Narasi | : | Chinese Americans high levels of educational achievement have earned them attention as a model minority to be emulated by underachieving and underrepresented minority groups. However, the model minority analogy does not adequately explain how this achievement is realized, nor how such information can be used to help other groups close the achievement gap. The ability of both white and Chinese American students to weather school transitions and to remain on track for high achievement and attainment can be explained by both social structural and cultural factors. When the effects of social structural factors such as gender, socioeconomic status, family composition, and parent education level are controlled, the relative importance of cultural factors such as parental expectations and involvement becomes clear. |
| Nama Pengarang | : | Rebecca Zwick, Jeffrey C. Sklar |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 439 - 464 |
| Abstraksi Narasi | : | The degree to which SAT scores and high school grade-point average (GPA) predicated first-year college GPA (FGPA) and college graduation was examined for four groups. Hispanic students whose firdt langauge was Spanish and Hispanic, Black and white students whose first langauge was english the percentage of variance in FGPA jointly explained by high school GPA and SAT score varied from 7% to 20% across groups, survival analyses showed that high school GPA had a statistically significant influence on graduation in the white/english group: SAT had significant effect in the Hispanic/English and White/English groups. The regression and survival analyses revealed interesting differences in achievement patters between the Hispanic/Spanish and Hispanic/English groups, demonstrating the value of taking langauge background into consideration in educational research. |
| Nama Pengarang | : | Robert Crosnoe |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 269-303 |
| Abstraksi Narasi | : | Children from Mexican immigrant families represent one of the fastest-growing populations in the American educational system, but their ability to use this system to improve their long-term prospects my be hampered by problems associated with their schools. The present study explored this issue in a national sample of American kindergarteners. First, propensity score matching techniques revealed that children from Mexican immigrant families were overrepresented in schools with a wide variety of problematic characteristics, even when family background differences were taken into account. Second, multilevel models revealed that the mathematics achievement, mental health, and interpersonal functioning of these children were often at lower levels in such schools. Studies such as the present investigation demonstrate the value of developmental models of inequality and can inform policy by identifying points of intervention. |
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