| Nama Pengarang | : | Linda Dading-Hammond, Jacqueline Ancess, Susanna Wichterle Ort |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 639-673 |
| Abstraksi Narasi | : | Long-standing critiques of large ``factory model`` high schools and growing evidence for the benefits of small schools, especially for the achievement of low-income and minority students, have stimulated initiatives in many cities to redesign secondary education. This seven-year study of the Coalition Campus Schools Project in New York City documented a unique ``birthing`` process for new, small schools that were created as part of a network of reform-oriented schools in a context of systemwide reform. The study found that five new schools that were created to replace a failing comprehensive high school produced, as a group, substantially better attendance, lower incident rates, better performance on reading and writing assessments, higher graduation rates, and higher college-going rates than the previous school, despite serving a more educationally disadvantaged population of students. The school shared a number of design features, detailed in this study, that appeared to contribute to these outcomes. The study also describes successful system-level efforts to leverage these innovationsand continuing policy dilemmas influencing the long-term fate of reforms. |
| Nama Pengarang | : | Nicola A. Alexander |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 675-693 |
| Abstraksi Narasi | : | The purpose of this article is to examine the links between the minority and poverty status of public secondary schools and course-taking patterns within those schools. This analysis looks at the 1984 Regents Action Plan in New York State to explore the role of standards-based policies in altering the connections between schooling context and curriculums. The findings show that, on average, schools increased student participation in traditional and advanced courses in the six year immediately following the plan, in comparison with the four years preceding it. It is significant to note that in the ten-year period studied (1980-1990) the links between course-taking patterns and the minority and poverty status of schools persisted in big city school districts but were somewhat weaker for schools in the rest of New York State. However, school size plays an increasingly important role for schools in all locations. The magnitude of the associations between size and course-taking patterns increased in the years after standards-based reform, suggesting that standards are not a cure-all for the ills of high schools. |
| Nama Pengarang | : | Herbert W. Marsh, Kit-Tai Hau, Chit-Kwong Kong |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 727-763 |
| Abstraksi Narasi | : | Based on a large, representative, 6-year longitudinal sample of Hong Kong students (7,802 students in 56 high schools), we examined relations among academic self-concept, academic achievement, and language of instruction (Chinese as compared with English). In support of the cross-cultural generalizability of the reciprocal effects model, prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement; and prior achievement had effects on subsequent self-concept as well. Support for the reciprocal effects model was not influenced by language of instruction, and the strength of that support did not differ in English and Chinese language high shools. Particularly in the early high school years, however, instruction in a second language (English rather than Chinese) had substantial negative effects on both academic self-concept and academic achievement. |
| Nama Pengarang | : | Bruce Novak |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 593-637 |
| Abstraksi Narasi | : | Democratic educational reform should promote full-bodied democratic life. To help address the limited vision of humanity prevailing in the current wave of educational reforms-reforms that are being undertaken in the name of democracy while they promote undemocratic and pusillanimous forms of human life-this essay examines a nineteenth-century recommendation for democratic educational reform calling for a broadly accessible liberal education to cultivate a magnanimous and civic-minded democratic populace. This old vision might begin to provide with a new road map for the reforms being undertaken in our own time , encouraging us to seek-far beyond mechanical measurements of mechanical performances-the standards of cultural, civic, and spiritual enlargement that we must collectively understand and strive toward if we wish to use democratic educational reform to help constitute a bona fide democracy. |
| Nama Pengarang | : | Sharon M. Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 695-724 |
| Abstraksi Narasi | : | The term glass ceiling refers to artificial berriers to achievement. Previous research on the subject suggest that, as racial minorities, Asian American faculty in higher education would encounter a glass ceiling. In this article, the glass ceiling hypothesis is evaluated on the basis of data from the 1993 National Study of Post-Secondary Faculty (NSOPF-93). The sample consists of full-time instructional faculty and includes 1,019 Asian Americans and a comparison group of 14,381 non-Hispanic Whites. Faculty salary is the dependent variable. Six models of an earnings function are estimated. Controls are included for the following kinds of differences: demographic, life cycle, human capital, productivity, field of specialization, institutional, and regional. Contrary to expectations, no consistent evidence for a glass ceiling emerged. However, additional evaluation of the effects of independent variables produces a more complex picture. Asian Americans do not derive comparable benefits from several characteristics associated with higher salaries for Whites and appear to hae more limited pathways to higher salaries. Data limitations caution againts concluding that Asian American faculty either face or do not face a glass ceiling. However, given the lack of research on Asian Americans in academe, this article provides new and important baseline findings to guide future research on the glass ceiling in higher education. |
| Nama Pengarang | : | K. Tsianina Lomawaima, Teresa L. McCarty |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 279-306 |
| Abstraksi Narasi | : | The lessons of american Indian education-a grand experiment in standard-ization-can lead to a more equitable education system for all U.S. citizens. while masquerading as a tool for equal opportunity, standardization has marginalized Native peoples. We argue for diversity-not standardization- as a foundational value for am just multicultural democracy, but diversity is feared by some as a threat to the nation`s integrity. Critical historical analysis of the apparently contradictory policies and practices within American Indian education reveals a patterned response to cultural and linguistic diversity, as the federal government has attempted to distinguish ``safe`` from ``dangerous`` Native practices. Examples of the contest between Indigenous self-determination (rooted in internal sovereignty) and federal control illustrate the profound national ambivalence toward diversity but also the potential to nourish ``places of difference`` within a healthy democracy. |
| Nama Pengarang | : | Karla K. Stuebing, Jack M. Fletcher, Josette M. LeDoux, G. Reid Lyon, Sally E. Shaywitz, Bennett A. Shaluritz |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 469-518 |
| Abstraksi Narasi | : | According to federal regulations, children with reading difficulties are eligible for special education services under the learning disability category if they display reading skills that are significantly lower than their scores on intelligence (IQ) tests. Children who are poor readers but do not display this discrepancy are not eligible for special education. A meta-analysis involving 46 studies addressing the validity of this classification of poor readers revealed substantial overlap between the IQ-discrepant and IQ-consistent poor readers. Aggregated effect sizes were in the negligible range for the Behavior(-0.5) and Achievement (-.12) domains but in the small range for the Cognitive Ability domain (.30). the latter effects were heterogeneous, with larger estimates showing higher performance by the IQ-discrepant poor readers. The size of the effects could be largely explained by the selection criteria used to form groups, indicating that variation in group definitions across studies accounted for variability in effect size estimates. These results provide little evidence supporting the validity of the IQ-discrepancy classification fundamental to publilc policy concerning students with learning disabilities and cast doubt on the need for IQ tests in identifying these students. |
| Nama Pengarang | : | Jere Brophy, Janet Alleman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 423-468 |
| Abstraksi Narasi | : | The traditional K-3 social studies curriculum has focused on cultural universal, including shelter. To gather information about children`s prior knowledge and thingking (including their misconceptions) about economic aspects of this topic, individual interviews were conducted with 216 K-3 students. Their responses indicated that most of the students understood that people have to pay for shelter and that most people prefer house to apartments. some students confused apartments with hotels, and most were vague about what is involved in renting apartments and why some people choose to do so. Only a few understood that renting is a profit-making business or that people can get mortgage loans to allow them to move into ahouse before they have accumulated its full purchase price. These and other findings are discussed with reference to curriculum and instruction in the primary grades. |
| Nama Pengarang | : | Daniel Perlstein |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 249-278 |
| Abstraksi Narasi | : | The examine how analyses and visions of american society shape the appeal of progressive pedagogy, this article focuses on the evolution of political and educational ideas among African-American civil rights activists who created alternative schools for Black children in the 1960s and 1970s. Activists developed, abandoned, recreated, and again abandoned open-ended, progressive approaches to the study of social and political life. The curricular shifts mirrored sea changes in the broader African- American freedom struggle. Rarely have Americans demanded with such insistence that education serve democratic purposes. The article concludes that support for progressive pedagogy depends on the expectation that students will be able to participate fully in the promise of civic life. The history of the freedom and liberation schools developed by Black activists knowledge and its distribution if it is not part of a process of transforming social relations as well |
| Nama Pengarang | : | Pauline Lipman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 379-422 |
| Abstraksi Narasi | : | This articles examines current Chicango school reform in the context of economic restructuring, the drive to become a ``global city`` and the cultural politics of race. The discussion focuses on high stakes testing and accountability policies and on new, special programs and schools. May analysis is based on data from four qualitative case studies of chicago elementary schools, school system data on the nature and geographic distribution of differentiated programs and schools, and examination of labor force trends and economic development policies. Contrary to the discourse of equity that frames Chicago school reform, I argue that the current policies exacerbate existing race and class inequalities and create new ones. The policies promote unequal educational opportunities and experiences and produce stratified identities with significant implications in Chicago`s new, highly stratified work force. As a whole, Chicago`s reforms support the inherent inequalities of global city development, gentrification, and the displacement of working-class and low-income communities, especially communities of color. I argue that education policies are part of a cultural politics of race aimed at the control and regulation of African-American and Latino youth and their communities. The paper concludes with proposals toward the democratic reconstruction of urban education policy. |
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