| Nama Pengarang | : | Daniel T. Hickey, Allison L. Moore, James V. Pellegrino |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 611-652 |
| Abstraksi Narasi | : | This study examined the effects of a videodisc-based mathematical problem solving series known as The adventures of Jasper Woodbury, as implemented by one school district within a constructivist-inspired reform of its math currila. The motivational and academic consequences of both the specific innovation and the broader reforms were examined in 19 fifth grade classrooms in two pairs of closely matched schools.One pair of schools served higher-achieving high-socioeconomic status (SES) students while the other pair served relatively lower-achieving low-SES students.Significantly larger gains on the Mathematical Problem-solving subtest of the ITBS were documented in the 10 classrooms where the Jasper activities were implemented, and in the 10 classrooms that were ranked as relatively more consistent with the broader curricular reform goals. The largest relative gains were found in the five classroom that both used the Jasper activities and were ranked more consistent with the broader reforms. The positive consequences of both the Jasper activities and the broader reforms were documented in both pairs of schools. The implications of these results are discussed relative to current proposals for curricular reform and research on educational innovations. |
| Nama Pengarang | : | Richard M. Ingersoll |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 499-534 |
| Abstraksi Narasi | : | Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers.This theory also holds that these school staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors-those tied to the organizational characteristic and conditions of schools-that are driving teacher turnover and , in turn, school staffing problems. The data utilized in this investigation are from the Schools and staffing survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. The results of the analysis indicate that school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to exsess demand resulting from a ``revolving door``-where large numbers of qualified teachers depart their jobs for reasons other than retirement. More over, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs. The article concludes that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention. |
| Nama Pengarang | : | Billie Eilam |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 691-725 |
| Abstraksi Narasi | : | The study aimed at facilitating the homework performance of seventh graders with learning difficulties entering an integrated junior high school, by first identifying areas of difficulty and then designing and implementing and intervention.In Study 1, data conserning students` (N=19) difficulties were obtained via nonparticipant classroom observations, open-ended student interviews, and teacher reports.Three major domains of difficulty were identified: recording homework assignments, subsequent access to and initial organization of tasks, and making sense of assigments. In study 2, curriculum unit targeting these domains was developed, comprising technical/management procedures and low order cognitive skills. Pre-seventh graders with learning problems (N=56) were administered the unit during summer school. Pre-and post-unit performance was evaluated via a questionnaire comprising a technical and a cognitive scale and by a set of brief academic achievement tests. Performance was found to improve significantly, with no decline in students` scores at a 3 - month folow-up. The students` pretyest scores and, secondarily, their scores on several subscales of the academic achievement test were shown to predict their posttes success, suggesting the usefulness of this measure in detecting students of greater need. The novelty of the study lies in revealing the difficulties experienced by students even intechnical skill areas , before an application of complex cognitive skills is needed, and in demonstrating the effectiveness of a summer school intervention targeting technical/ management homework strategies in particular. |
| Nama Pengarang | : | Annette Hemmings |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 541-543 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Claude Goldenberg, Ronald Gallimore, Leslie Reese, Helen Garnier |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 547-582 |
| Abstraksi Narasi | : | How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do Parents` aspirations or expectations influence children`s school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immigrant parents. we find that (a) parents` educational aspirations are high and invariant throughout the elementary years; however, expectations fluctuate; (b) children`s school performance influences parents` expectations, but expectations do not influence performance; and (c) immigrant Latino parents attribute high instrumental value to formal schooling, and neither time spent in the U.S. nor perceived discrimination diminishes this belief. |
| Nama Pengarang | : | Megan Loef Franke, Thomas P. Carpenter, Linda Levi, Elizabeth Fennema |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 653-689 |
| Abstraksi Narasi | : | This study documents how teachers who participated in a professional development progra on understanding the development of students` mathematical thinking continued to implement the principles of the program 4 years after it ended.Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children`s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers engaged in generative growth (a) viewed children`s thinking as central, (b) possessed detailed knowledge about children`s thinking, (c) discussed frameworks for characterizing the development of children`s mathematical thinking, (d) perceived themselves as creating and elaborating their own knowledge about children`s thinking, and (e) sought colleagues who also possessed knowledge about children`s thinking for support. The follow-up revealed insights about generative growth, sustainability of changed practice and professional development. |
| Nama Pengarang | : | Amado M. Padilla, Rosemary Gonzalez |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 727-742 |
| Abstraksi Narasi | : | This study examined generation differences in achievement amog 2,167 high school students who identified themselves as Mexican or Mexican American,reported whether they were born in the U.S. or outside of the U.S., and reported being in the general or academic track.Based on student self-reported grade point average (GPA), immigrant students in general track courses and college preparatory courses reported higher grades than third-generation students. However, regardless of place of birth, general track and college-track students who received some schooling in Mexico reported higher grades than students with no schooling in Mexico. Finally, regardless of immigrant status, college-track students who received some ESL/bilingual education reported higher grades than students who had not received any second language instruction. These findings support the paradoxial findings on generation differences that show that immigrants perform better academically than U.S.-born Mexican beritage students.However, our findings demonstrate that immigrant status alone does not lead to higher grades; rather, prior school history in Mexico, academic track, and bilingual/ESL assistance are all important in understanding the generation difference effect. |
| Nama Pengarang | : | Alan Singer, Michael Pezone |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 535-539 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Andrew J. Martin, Herbert W. Marsh, Raymond L. Debus |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 583-610 |
| Abstraksi Narasi | : | From need achievement and self-worth motivation perspectives, self handicapping and defensive pessimism (comprising defensive expectations and reflectivity) are integrated into a quadripolar model reflecting the motives to avoid failure and approach success.Consistent with hypotheses, defensive expectations and self-handicapping reflected failure avoidance (with self-handicapping bordering failure acceptance); reflectivy was marked by high failure avoidance and high successorientation; and, self concept essentially reflected success orientation. This quadripolar model was consistent accross students`(n=328) first and second years at university. Interpretation of these constructs in terms of failure avoidance and success orientation wa validated through structural equation modeling in which self-handicapping, defensive pessimism, and self-concept differentially predicted a variety of academic outcomes. |
| Nama Pengarang | : | M. Elizabeth Graue, Janice Kroeger, Dana Prager |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 467-498 |
| Abstraksi Narasi | : | In this article, we explore home-school relations as the establishment of a complex relationships between institutions and individuals in specific contexs. Using Bakhtin`s ideas of answerability, which depict a particular kind of responsibility, and addressivity, a conception of the relational nature of being, we explore how parents in one elementary school came to understand and enact relationships with schoolpeople. Answerability and addressivity have located within them ideas of power (what is the ethical response in the develpoment of a child?) and voice (who gets heard in the discourse of the school?). These concepts provide a framing of relationships that shows us how responsibility is mapped in inquiry on home-school relations.We analyze data from interviews with the parents of kindergarten and first grade children at the beginning and end of an academic year to illustrate enactments of answerability and addressivity through discussions of expectations for their child, themselves, and their child`s teacher. |
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