| Nama Pengarang | : | Sr. Madeleine Gregg, fcJ, Gaea Leinhardt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 553-587 |
| Abstraksi Narasi | : | This study explores the extent to wich experiences designed to help preservice teachers take advantage of the Birmingham Civil Rights Institute moved them to acquire deeper knowledge of the Civil right Movement. The preservice teachers came from two teacher education programs that differ with respect to situated activity, discourse communities, and authentic practice. Before and after a visiting the museum, undergraduate preservice teachers (n=49) created concept maps, or ``webs``,of the Civil Rights Movement, responded to discussion prompts in small groups, and prepared field-trip activities and follow-up lessons. analyses of the webs, conversations, activities, and lesson plans revealed that all students gained a considerable amount of information, appreciation, and understanding. Differences in the two groups support the idea of teacher education frameworks that build from the "community of learners" model. |
| Nama Pengarang | : | Catherine Combleth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 519-552 |
| Abstraksi Narasi | : | Interviews with a diverse group of juniors and seniors from three secondary schools in the northeastern United states revealed substantial agreement in their images of America. Three themes predominated: inequity associated with race, gender, socioeconomic status, or disability; freedom including rights and opportunities; and diversity based on race, ethnicity, culture, and geography. Three a additional themes were voiced by at least one third of the students: America as better than other nations, progress, and the American Dream. Crosscutting these themes were a sense of individualism or person alization and an incipient critique and/or activism expressed by more than 30% of the students. Sources of influences on students` images of America also were investigated as were chanes over time. Although not overly positive, what students do know about the United States is both realistic and generally supportive of the nation-state. There are, howeever, grounds for concern insofar as the major themes about which students agree play out differently for different individuals and groups, masking deep societal tensions and fissures. |
| Nama Pengarang | : | Carlos Alberto Torres |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 363-378 |
| Abstraksi Narasi | : | Thia article suggests that globalization place limits on state autonomy and national sovereignty, affecting education in various ways. Those limits are expressed in tensions between global and local dynamics in virtually every policy domain. Globalization not only blurs national boundaries but also shifts solidarities within and outside the national state. Globalization cannot be defined exclusively by the post-Fordist organization of production; therefore, issues of human rights will play a major role affecting civic minimums at the state level, the performance of capital and labor in various domains, and particularly the dynamics of citizenship and democracy in the modern state. However, educational policy and its contributions to citizenship, democracy, and multiculturalism will faceunprecendented challenges if the logic of fear, exacerbated by the events of September 11, prevails. |
| Nama Pengarang | : | John L. Rury |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 307-336 |
| Abstraksi Narasi | : | In this article I discuss James conant`s ideas about the democratic role of the comprehensive high school and address just how thoseideas have been treated by history. I consider the historical context of the post-World War II United States, focusing on several issues: (a) race and the growth of school segregation, (b) the rise of a youth culture and the movement for students` rights, and (c) the changing national economy, especially with respect to rising educational expectations. Drawing on the work of Amy Gutmann and other treatments of democratic education. I assess how these factors changed the prospects for democracy in american high schools. I also examine major policy statements and commission reports concerning secondary education from the 1970sand 1980s. Altogether, it appears that these major historical events converged in the postwar period to make Conant`s vision of the democratic high school problematic, at least in the nation`s large metropolitan areas. Thus the future of democratic education is ann open question for the great variety of U.S. youth to be educated in the coming century. |
| Nama Pengarang | : | Amy Stuart Wells, Julie Slayton, Janelle Scott |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-362 |
| Abstraksi Narasi | : | In this article Wells, Slayton, and Scott draw on data from their charter school research to question the extent to which ``democratic`` and ``market-based`` schools are dischotomous. They argue that in the current political and economic climate, free-market and deregulatory educational reforms such as charter school laws are perceived to be highly ``democratic`` by their neoliberal advocates and by many of the4 suburban school board members and superintendents in their case studies. Thus the authors call on progressive supporters of charter schools and public schools to couch their arguments for democratic schooling in a call for social justice and equity as opposed to greater ``liberty`` for educational consumers, whereby the more economically empowered consumers remain higly advantaged. |
| Nama Pengarang | : | Mark W.indschitl, Kurt Sahl |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 165-205 |
| Abstraksi Narasi | : | Research on ubiquitous computing in schools has documented that teachers often change instructional practices over time when using technology with students and bas further suggested that teachers` use of technology may play a role in their shifting toward more constructivist pedagogy. Our two-year study takes an ethnograpic perspective in examining hoe three middle school teachers learned to use technology in the context of a laptop computer program. The ways in which those teachers eventually integrated computers into classroom instruction were powerfully mediated by their interrelated belief systems about learners in their school, about what constituted "good teaching" in the context of the institutional culture, and about the role of technology in students` lives. The condition of ubiquitous technology did not initiade teachers movement toward constructivist instruction. Rather, the laptops were a catalyst that enabled one participant, who had a pre-existing disatisfaction with teacher-centered practices, to transform her classroom through collaborative student work and project-based learning. |
| Nama Pengarang | : | Peter Blatchford, Viv Moriarty, Suzanne Edmonds, Clare Martin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-132 |
| Abstraksi Narasi | : | Research and debate on class size differences has focused on relations with achievement, and there is little relevant research on what mediating classroom processes might be involved. In this article we investigte connections between class size and teaching interactions. We adopt a multimethod approach, integrating qualitative information from teachers` and-of-year accounts and data from case studies with quantitative information from time-alocation estimates and systematic observations. Our data come from a longitudinal study of two coborts of more than 10,000 children altogether for 3 years after enrollment in English infant schools (aged 4-7 years). Our results show, overall, that in smaller classes there is more individualized teacher support for learning. We interpret the results in the context of teacher time allocation , research on effective teaching, and pot-Vygotskian approaches to teaching. It is suggested that direct models of teacher influences on pupils need to be adapted to allow for class size as a contextual factor that influences both teachers and pupils. |
| Nama Pengarang | : | Andy Hargreaves, Lorna Earl, Michele Schmidt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 69-95 |
| Abstraksi Narasi | : | This article examines classroom assessment reform from four perspectives, technological, cultural, political, and postmodern. each perspective assessment. The technological perspective focuses on issues of organization, structure, strategy, and skill in developing new assessment techniques. The cultural perpective examines how alternative assessments are interpreted and integrated into the social and cultural context of shcools. The political perpective views assessment issues as being embedded in and resulting from the dynamics of power and ontrol in human interaction. Here assessment problems are caused by inappropriate use, political and bureaucratic interference, or institutional priorities and requirements. Last, the posmodern perspective is based on the view that in today`s complex and uncertain world, human beings are not completely knowable and that "authentic" experiences and assessments are fundamentally questionable. Using a semi-structured interview protocal, teachers were asked about their personal understanding of alternative forms of assessment; about how they had acquired his understanding; how they integrated changes into their practices; what these practices looked like; what success and obstacles they encountered during implementation; and what support systems had been povided for them. |
| Nama Pengarang | : | Lois Weis, Craig Centrie |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 7-36 |
| Abstraksi Narasi | : | The debate on segregated and desegregated schools generally has been framed as an either- or matter, and in fact, legally, this has been the case. What we have not investigated to any great extent are programs within already desegregated schools that serve an identifiable population of students for the express purpose of cultural affirmation and advancement of the targeted group. In this articl we provide data that attest to the potential power of such spaces, investigating a girls` group in an urban magnet school and a homeroom set aside for Vietnamese students in aneighborhood-based urban comprehensive school. Using ethnograhic data, we articulate both the power of such spaces and the contradictory impulses within such arrangements. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 133-164 |
| Abstraksi Narasi | : | Effects of early child care on children`s functioning at the age of 4,5 years were examined in the NICHD (National Institute of Child Health and Human Development) Study of Early Child of Care,a propective longitudinal study of more than 1,000 children. Even after controlling for multiple child and family characteristics, children`s development was predicted by early child-care experience. Higher-quality child care, improvements in the quality of child care, and experience in center-type arrangements predicted better pre-academic skills and language performance at 4,5 years. More hours of care predicted higher levels of behavior problems according to caregivers. Effect sizes associated with early child-care experiences were evaluated in relation to effect sizes obtained for two other well-recognized influences on early development; parenting and poverty. The findings indicated the importance (and relative independence) of quantity, quality, and type of child care for children`s development just prior to the that children initiate formal schooling. |
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