| Nama Pengarang | : | Robert B. Burns, Dewayne A. Mason |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 207-233 |
| Abstraksi Narasi | : | Principals and teachers sometimes intentionally use class formation procedures to create class compositions. This study examined the class distributional properties of 200 elementary school classes in two school districts. Fifty six classes were combination classes-classes with students from two grade levels. The two district differed in their policies toward gifted and talented classes and in principals preferences for heterogneous student assignment. Students completed pretest measures of ability and independence and posttest measures of achievement. Hierarchical linear modeling procedures were used to estimate composition effects. The major findings were that (a) principals and teachers assigned higher ability and more independent students to combination classes; (b) these purposeful assigment procedures affected the class distributional properties and how achievement variation was allocated within and between classes; and (c) composition effects were observed for both ability and independence in the district with a commitment to gifted and talented classes, and these composition effects were strongest i combination classes. It is argued that evidence on both student assigment rules and substantive mechanisms for compositional effects are needed to properly interpret regression coefficients relating outcome to pretest in classroom studies. |
| Nama Pengarang | : | Susan Yonezawa, Amy Stuart Wells, Irene Serna |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-67 |
| Abstraksi Narasi | : | In this article, we discuss how and why educators` attempts at detracking by providing students and parents with greater "freedom of choise" in track placement often result in little movement of low-and midle-track students into high-track classes. Using data from six racially mixed high school undergoing detracking reform, the authors contend that these schools` low-and middle-track students, most of whom were African American ad Latino, resisted entering high-track classes because the relationship between their places in the tracking hierarchy and their evolving edentities and ideologies shaped the way such options were presented toand perceived by them. The authors conclude that the hidden institutional barriers within schools, the students` tracked aspirations, and the desire of students to learn in "places of respect" thwarted reformers" efforts to detrack through the mechanism of choise. |
| Nama Pengarang | : | Michael S. Garet, Andrew C. Porter, Laura Desimone, Beatrice F. Birman, Kwang Suk Yoon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 915-945 |
| Abstraksi Narasi | : | This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers` learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers` self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coberence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. stuidy group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity. |
| Nama Pengarang | : | Amanda E. Lewis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 781-811 |
| Abstraksi Narasi | : | This article examines the racial messages and lessons studenta get from parents and teachers in one suburban school community. I examine the explicit and ``hidden`` curriculum of race offered in the school as well as exploring community members` racial discourse, understandings, and behavior. During a yearlong ethnographic study, all community members consistenly denied the local salience of race. Yet, this explicit color-blind ``race talk`` masked an underlying reality of racialized practices and color conscious understandings- practices and understandings that not only had direct impact on students of color at the school, but also have implications for race relations more broadly. I argue that this apparent paradox is related to the operation of new racial ideologies becoming dominant in the United States today, and conclude with suggestions for how this racial logic might be Challenged. |
| Nama Pengarang | : | Patricia A. Muller, Frances K. Stage, Jillian Kinzie |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 981-1012 |
| Abstraksi Narasi | : | Using hierarchical linear modeling (HLM) and longitudinal data from the first three waves of the National education Longitudinal Study ( NELS:88), we examined achievement and growth rates in precollege science by racial-ethnic and gender subgroups. We found socioeconomic status and previous grades strongly and positively related to student s` eight-grade achievement across all racial-ethnic by gender subgroups. We also found locus-of-control to be strongly related to eighth-grade science achievement for all subgroups except Asian American males. In modeling the growth rate, we found that the quantity of science units completed in high school was the only consistent predictor of science growth rates across all racial-ethnic by gender subgroups. The relationships between individual-level factors and science growth rates differed greatly for the remaining individual-level variables, highlighting the need for further research that both disaggregates data by race-ethnicity and gender. |
| Nama Pengarang | : | Larry Cuban, Heather Kirkpatrick, Craig Peck |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 813-834 |
| Abstraksi Narasi | : | Most policy makers, corporate executives, practitioners, and parents assume that wiring schools, buying hardware and software, and distributing the equipment throughout will lead to abundant classroom use by teachers and students and improved teaching and learning. This article examines these assumptions in two high schools located in the beart of technological progress, Northen California`s Silicon Valley. Our qualitative methodology included interviews with teachers, students, and administrators, classroom obsevations, review of school documents, and surveys of both teachers and students in the two high schools. We found that access to equipment and sofware seldom led to widespread teacher and student use. Most teachers were occasional users or nonusers. When they used computers for classroom work, more often than not their use sustained rather than altered existing patterns of teaching practice. We offer two interrelated explanations for these challenges to the dominant assumptions that guide present technological policy making. |
| Nama Pengarang | : | StePhen B. Plank, Will J. Jordan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 947-979 |
| Abstraksi Narasi | : | This study uses National Educational Longitudinal Study data to show that information about higher education, guidance, and essential preparatory actions taken by secondary students influence whether they will attend post secondary educational institutions (PEIs) within 2 years of high school graduation, and, if so, what types of institutions. The conceptual framework is embedded in research on college choice and talent loss. Talent loss is described as the occurrence of promising students not reaching their full educational potential. Choice theory attempts to explain the myriad factors contributing to individuals` postsecondary destinations. We find that increased levels of information, guidance, and critical actions taken are positively and significantly associated with initial enrollment in a 4-year PEI, as opposed to enrollment in a 2-year PEI (full or part time) or no enrollment. These factors explain a large part of the effect of socioeconomic status on postsecondary destination, controlling for high school achievement. |
| Nama Pengarang | : | Judith A. Langer |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 837-880 |
| Abstraksi Narasi | : | This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. Itr focused on English language arts programs in school that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 classes studied over a 2-year period each. Although the sample was diverse, including urban and suburban sites, schools with poor and diverse student bodies predominated. Analyses specified six features that permeated the environments and provided marked distintions between higher and more typically performing schools. Although some of these features were present to varying degrees in the English programs in the more typical schools, they were all present all of the time in the higher performing schools, forming a consistenly supportive environment for student learning. |
| Nama Pengarang | : | Vanessa Siddle Valker |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 751-779 |
| Abstraksi Narasi | : | Reseachers depict African American teachers in the South during segregation alternately as either victims of oppressive circumstances or as caring role models. These disparate portraits fail to reconcile the relationship of each depiction to the other. This article addresses this omission by providing a historiography of African American teaching between 1940 and 1960, with supplementary data from Georgia. results indicate that African American teachers in the south worked in dismal, unfair, discriminatory positions, but did not allow themselves to become victims of their environments. Rather, they viewed themselves as trained professionals who embraced a series of ideas about how to teach African Amarican children that were consistent with their professional discussions and their understanding of the African amarican community. |
| Nama Pengarang | : | Keith C. Barton |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 881-913 |
| Abstraksi Narasi | : | This research examines the extent to which specific forms of historical representation in Northern Ireland and the United States serve as ``cultural tools`` that shape understanding of change over time. On the basis of classroom observations and interviews with children in Northern Ireland, and using comparisons with previous U. S. researc, this study found that children in the two locations differed in their explanations of how and why social and material life has changed over time. These distinctions correspond to differing historical representations; children in Northern Ireland are less likely, for both political and pedagogical reasons, to encounter the kinds of national narratives common in the United States. These findings suggest that educators should consider how reliance on a single format for presenting historical information influences and limits children`s historical thinking. |
Unduh Dokumen Berkas PDF Utama