| Nama Pengarang | : | Patricia G. Mathes, Joseph K. Torgesen, Jill Howard Allor |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 371-410 |
| Abstraksi Narasi | : | This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8-10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally constituted academically heterogeneous first-grade classrooms, 36 first-grade teachers in eight schools in a southeastern medium-sized school district participated: 12 conducted 1st-Grade PALS, 12 continued 1st-grade PALS and computer-assisted instruction (CAI), and 12 continued their typical instruction. Within these classrooms, the impact of the interventions was investigated with 183 first-grade students (118 low-, 33 average-, and 32 high-achieving students). Data collected included (a) time-series phonological awareness and reading fluency data and (b) pre-and post-measures of concepts of print, decoding, fluency and comprehension. Students and teachers also were asked to rate their satisfaction with various aspects of the interventions. The results indicate that 1st-Grade PALS enhanced reading performance both in terms of statistical significance and in terms of educational relevance, although not equally for all learner types. Results also indicate that CAI in phonological did not impact student performance beyond that achieved with 1st-Grade PALS alone. Both students and teachers implemented 1st-Grade PALS with relative ease, demonstrated high fidelity, and reported high levels of satisfaction. |
| Nama Pengarang | : | Allison M. Ryan, Helen Patrick |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 437-460 |
| Abstraksi Narasi | : | The authors investigated how students` (N=233) perceptions of the social environment of their eighth-grade classroom related to changes in motivation and engagement when they moved from seventh to eighth grade. In general, prior motivation and engagement were strong predictors of subsequent motivation and engagement, whereas gender, race, and prior achievement were not related to changes in motivation or engagement. A higher-order classroom social environment factor accounted for significant changes in all motivation and engagement outcomes. Four distinct dimensions of the social environment were differentially important in explaining changes in various indices of motivation and engagement. In general, however, students` perceptions of teacher support, and the teacher as promoting interaction and mutual respect were related to positive changes in their motivation and engagement. Students` perceptions of the teacher as promoting performance goals were related to negative changes in student motivation and engagement. Implications for recent educational reform initiatives were also discussed. |
| Nama Pengarang | : | Roslyn Adin Mickelson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 215-252 |
| Abstraksi Narasi | : | For more than 40 years, communities across the United States have grappled with Brown`s mandate to provide equality of educational opportunities to Black children by ending school segregation. Despite considerable unambiguous evidence that desegregation enhances students` long-term outcomes such as educational and occupational attainment, the situation with respect to short-term outcomes is more ambiguous and more highly contested. Using survey data from the Charlotte-Mecklenburg Schools, a North Carolina district that used mandatory busing to desegregate its schools, the author demonstrates the direct and indirect negative effects of segregation on academic achievement in ways not employed previously. The distinctive research design includes a longitudinal measure of exposure to racially isolated Black elementary education, multiple indicators of educational outcomes, measures of track placement, and a large representative sample of grade 12 students from the entire school system. By demonstrating how both direct and indirect effects of segregated education impair Blacks` academic outcomes, and how-even in an ostensibly desegregated school system- Whites retain privileged access to greater opportunities to learn, this article increases our understanding of the role of segregated schooling in maintaining the racial gap in academic achievement. Future research in other school districts once believed to be successfully desegregated will allow us to judge whether the situation in the Charlotte-Mecklenburg School district reflects a more general pattern. |
| Nama Pengarang | : | Herbert W. Marsh, Olaf Koller, Jurgen Baumert |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 321-350 |
| Abstraksi Narasi | : | Longitudinal data from large cohorts of seventh grade (n=2,778) East and West German students were collected at the start of the reunification of the school systems to evaluate how this remarkable social experiment affects self-concept formation. Multilevel modeling demonstrated a negative "big-fish-little-pond effect"(BFLPE); attending classes where class-average math achievement was higher led to lower math self-concepts. West German students attended schools that were highly stratified in relation to ability before and after the reunification, whereas East German students first attended selective schools after the reunification. Consistent with theoretical predictions based on this difference, the negative BFLPE- the negative effect of class-average achievement-was more negative in West German schools at the start of the reunification. This difference, however, was smaller by the middle of the year and had disappeared by the end of the first postreunification school year. Whereas East German results both support the negative BFLPE, their differences supported theoretical predictions, extended theory, and demonstrated how changes in school policy influence the formation of academic self-concept. |
| Nama Pengarang | : | Gerardo R. Lopez, Jay D. Scribner, Kanya Mahitivanichcha |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-288 |
| Abstraksi Narasi | : | Migrants are one of the most academically vulnerable groups in the United States, constantly faced with economic, health, and work-related problems that translate into lower academic achievement and higher dropout rates. These hardships make it difficult for schools to effectively negotiate the parental involvement terrain and promote academic success for this group. Because of the paucity of literature on effective parental involvement practices for migrants, we sought to fill this gap in the literature. Using a qualitative approach, interviews and observations were conducted in four effective migrant-impacted school districts throughout a 5-month period. Findings suggest these schools were successful at involving parents because they aimed to meet parental needs above all other involvement considerations. In other words, schools were successful not because they subscribed to a particular definition of involvement, but because they held themselves accountable to meet the multiple needs of migrant parents on a daily and ongoing basis. |
| Nama Pengarang | : | Heather C. Hill |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 289-318 |
| Abstraksi Narasi | : | Words have no inherent meaning. Instead, they signify ideas or actions ascribed to them by communities, and meanings for specific words often vary across those communities. Words that carry specialized meanings in one community can be interpreted differently by another, particularly where individuals in the second community have little access to dialogues in the first, or when forces in the second community compete to assign meaning to key words. Observations of one district`s mathematics curriculum writing committe suggested a disconnect of this sort occurred along the policymaker/teacher divide in one state. Where state standards used words like "construct" and "concept" to imply certain mathematics teaching methods, teachers reading these documents imputed more local, and sometimes conventional, definitions to these words. As a result, state standards lost their force. This article describes and analyzed the work of state-local policy reconciliation as it occurred in this committee, and appraises that work`s implications for reform efforts that rely on language as a medium for communication. |
| Nama Pengarang | : | Jayne E. Stake, Frances L. Hoffmann |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 411-436 |
| Abstraksi Narasi | : | Goals of higher education have included the development of understanding and acceptance of diverse groups, commitment to working for social justice, and personal confidence. The effectiveness of women`s studies (WS) and non-women`s studies (NWS) classes in bringing about these student outcomes was assessed on 32 college campuses; 548 WS and 241 NWS students participated. Both repeated (pretest, posttest, and follow-up) and subjective change measures indicated that WS students increased more than NWS students in egalitarian attitudes toward women and other stigmatized groups, awareness of sexism and other forms of discrimination, activism for social causes, and intention to engage in social activism. Teachers` pedagogical practices, as assessed by students, related to student outcomes but accounted for only a small portion of the difference between WS and NWS classes. Implications for higher education are considered. |
| Nama Pengarang | : | Xin Ma |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 351-370 |
| Abstraksi Narasi | : | The purpose of this study was to examine the victim-bully cycle in middle school and to identify student and school characteristics that contributed to the cycle of bullying, using cross-sectional data from the New Brunswick School Climate Study (N=6,883 in grade 6 and N=6,868 in grade 8). The results of a multivariate, multilevel analysis clearly indicated that the relationship of bully to victim was reciprocal. At the student level, gender, affective condition, and physical condition contributed to the victim-bully cycle in both grades. The number of siblings contributed to the cycle of bullying in grade 8. Gender, affective condition, and the number of siblings were more characteristics of bullies than victims, whereas physical condition was more a characteristic of victims than bullies. The victim-bully cycle at the school level has rarely been reported in the literature. This study suggests that the cycle of bullying was present in several aspects of school life. School size and discipline climate contributed to the victim-bully cycle in both grades. Parental involvement contributed to the cycle of bullying in grade 6, whereas academic press contributed to the cycle of bullying in grade 8. Although discipline climate both helped victims and discouraged bullies, parental involvement and academic press discouraged bullies more then helped victims. |
| Nama Pengarang | : | Samuel J. Meisels, Donna DiPrima Bickel, Julie Nicholson, Yange Xue, Sally Atkifls-Burnett |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 73-95 |
| Abstraksi Narasi | : | Teacher judgments of student learning are a key elemet in performance assessment. This study examines aspects of the validity of teacher judgments that are based on the Work Sampling System (WSS), a curriculum embedded, performance assessment for preschool (age 3) to Grade 5. The purpose of the study is to determine if teacher judgments about student learning in kindergarten to third grade are trustworthy if they are informed by curriculum-embedded performance assessment. A cross-sectional sample composed of 345 K-3 students enrolled in 17 classrooms in an urban school system was studied. Analyses included correlations between WSS and an individually administered psychoeducational battery, four-step hierarchical regressions to examine the variance in students` spring outcome scores, and receiver-operating-characteristics (ROC) curves to compare the accuracy of WSS in categorizing students in terms of the outcome. Results demonstrate that WSS correlates well with a standardized, individually administered psychoeducational battery; that it is a reliable predictor of achievement rating in K-3; and that the data obtained from WSS have significant utility for discriminating accurately between children who are at risk (e.g.,Title I) and those who are not at risk. Further discussion concerns the role of teacher judgment in assessing student learning and achievement. |
| Nama Pengarang | : | Rhoda Cummings, Lynn Dyas, Clebome D. Maddux, Art Kochman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-158 |
| Abstraksi Narasi | : | Although teachers have considerable influence on young people`s moral development, results of several studies suggest that preservice education students demonstrate lower principled moral reasoning than college students with other majors.The purpose of this study was to measure the levels of principled moral reasoning of preservice teacher education students and to compare their performance with that of college students with other majors. The study also investigated the relationship between the performance of participants on the Defining Issues Test (DIT) and their self-reported propensity to engage in academic misconduct as measured by the Academic Misconduct Survey (AMS). Results corroborate earlier findings indicating that teacher education students (n=145) demonstrate significantly lower principled moral reasoning scores than two composite samples of college students with other majors. Results also indicate a weak but significant inverse relationship between P-scores (the Principled Score) and AMS scores, indicating that participants` levels of moral reasoning may affect ethical behavior. |
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