| Nama Pengarang | : | Cathy A. Pohan, Teresita E. Aguilar |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 159-182 |
| Abstraksi Narasi | : | This study describes the development of two empirical measures designed to assess educators` personal and professsional beliefs about diversity. A review of related studies and existing beliefs and/or attitudinal measures on diversity is provided. Steps utilized for instrument development and revisions are presented. Summaries of pilot, preliminary, and field testing developmental strages are provided, including results of our assessment of reliability and construct validity of the scales. These results provide promising support for internal consistency and (face and construct) validity of the instruments. Recommendations for educational and research uses of the measures are also provided. |
| Nama Pengarang | : | Carol D. Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-141 |
| Abstraksi Narasi | : | This article analyzes the quality of intellectual reasoning of a class of high school students with standardized reading scores in the bottom quartile. The analysis situates the intellectual work on 1 day of instruction in terms of the history of the activity system out of which the dispositions of these students were constructed over time. The analysis deconstructs the historical dimensions of the cultural practices these students learned to acquire. Using a framework of cultural-historical activity theory, the article examines the knowledge base of the teacher, in this case the researcher, to coach and scaffold a radically different intelectual culture among students who were underachieving. The framework for the currricular design implemented and the strategies modeled explicitly aligned the cultural funds of knowledge of the African American students with the cultural practices of the subject matter, in this case, response to literature. |
| Nama Pengarang | : | Pamela A. Moss, Aaron Schutz |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-70 |
| Abstraksi Narasi | : | In this article, we critically examine the nature of the "consensus" reflected in educational standards used to orient high-stakes assessment programs. We analyze two complemantary cases of practice in the assessment of teaching. One focuses on the discourse of standards creation and one examines how standards like these are typically used to orient assessment development and judgments about individual performance. We offer two (partially competing) theoretical perspectives that might illuminate and guide our practices in this currently undertheorized and underexamined area of standards development. One is based in the discourse ethics of Jurgen Habermas and one is based in critical elaborations of Hans-Georg Gadamer`s philosophical hermeneutics. We argue that conventional consensus-seeking approaches to the development and public review of educational standards tend to mask diversity and relinquish authority for consequential decisions to assessment developers who work in far less public circumstances. We draw on hermeneutic philosophy to offer a more pluralist approach that allows dissensus to be represented and taken into account in the assessment process. |
| Nama Pengarang | : | Herbert V. Marsh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 183-212 |
| Abstraksi Narasi | : | Multidimensional students` evaluations of teaching (SETs), Workload, Grades, Perceived Learning, and background variables were evaluated with confirmatory factor analyses (CFA) of previously published data (Greenwald, A. G., & Gillmore , G. M., Journal of Educational Psychology, 89, 743-751,1997b). Competing CFA models demonstrated multiple SET dimensions like those identified in previous research (Marsh, H. W., International Journal of Educational Research, 11, 253 (3), 1987) and two nearly uncorrelated Workload factors: Good Workload (valuable in advancing education) had substantial positive effects on SETs and Perceived Learning, whereas the effects of Bad Workload were negative. SETs had nonlinear ralations with Good Workload (the positive Good Workload -SET correlation became smaller for higher Workloads) and Grades (the positive grade-SET correlation became smaller for higher grades). The positive grade-SET correlation was completely eliminated by controlling for Good and Bad Workloads and other background variables. In contrast to misguided suggestions that teachers can improve SETs by decreasing Workload (at the likely expense of effective teaching), these results show that SETs and teaching effectiveness can both be improved by increasing Good Workload and decreasing Bad Workload. |
| Nama Pengarang | : | Michele S. Moses |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-36 |
| Abstraksi Narasi | : | This article presents an analysis of affirmative action policy that takes into account students` vastly different social contexts of choice. Oppressive societal structures may constrain individuals` contexts of choice and thus limit their real choices in such a way that their nominal choices do not reflect their potential latents, abilities, and aspirations. An unfavorable context of choice may hinder students` development of self-determination, which is a crucial underpinning of an education for justice and democracy. The aim of this article is to put forth a defense of affiermative action that is not considered within the current discourse. Because the development of a sense of self-determination is a crucial aim of a good and just education, I argue that affirmative action is necessary because of its role in combating oppressive educational structures, fostering more favorable social contexts of choice for students, and consequently, their self-determination. |
| Nama Pengarang | : | Jean A. Madsen, Reitumetse Obakeng Mabokela |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 849-876 |
| Abstraksi Narasi | : | This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becomes a uniformity of rules and regulations with which people of color are expected to comply. Strong oorganizational cultures provide cues on how to behave and establish reinforcing expectations to influence organizatonal members. |
| Nama Pengarang | : | S. Jody Heymann, Alison Earle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 833-848 |
| Abstraksi Narasi | : | Numerous studies have documented the importance of parental involvement to children`s succes at school. Much of the discussion about what influences the outcomes of poor children has assumed that low-income parents have the same opportunity to help with their children`s education. Yet, parents` availability to be involved with their children`s education is often determined by job benefits and working conditions. The goal of this article is to examine empirically whether low-income working parents face significantly different nonfinancial barriers to parental involvement than those faced by higher income working parents. In particular, we examine the working conditions faced by parents who have at least one child who is in need of help because of educational or behavioral problems. Data from the National Longitudinal Survey of Youth-Mother and Child Surveys (NLSY) on 1,878 families where mothers worked more than 20 hr per week were analyzed. |
| Nama Pengarang | : | Robeth T. Jim1nez |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 971-1000 |
| Abstraksi Narasi | : | This research sought to better understand how literacy and identity interacted in the development of Latina/o students in four bilingual classrooms. The year-long project involved approximately 85 students and their 4 teachers. Data were obtained through classroom observations, dialogue between the teachers and the researcher, student interviews that included thinkaloud procedures, cognitive strategy instruction, and various means of recording student response to the instruction. The results indicated that students` bilingual language and literacy knowledge and their understanding of identity had noticable influences on each other. The ways that students constructed their biliterate identities were traced and theoretical implications were explored. How these students though about English, the roles that English and Spanish literacy played in their lives, and the importance of language and literacy to maintaining and fostering interpersonal relationships were some of the prevailing and identifiable trends within the data. |
| Nama Pengarang | : | Cornrlis J. de Brabander |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1027-1058 |
| Abstraksi Narasi | : | This study investigates the effects of subject and track level on the definitions of knowledge used by teachers in secondary education. Responding to 20 scales of inventory, 202 teachers provided 313 judgments of the characteristics of their own subject as they actually taught it to students of one or more track levels. The first dimension of a principal components solution was interpreted as a contrast between everyday knowledge and academic knowledge. The second dimension involved a contrast between general and specialized knowledge. As far as individual teachers responded to more than one track level, they, generally speaking, maintained a single definition of their subject for all track levels. Subject identity explained most of the differences, but teacher variables were also relevant. If it is allowed to order teachers hierarchically, based on their teacher training and their experience with track levels, then in the group of teachers with the highest level of teacher education and teaching at the highest track level, only the science subjects were judged as extremely hard and specialized. In groups of teachers ranking lower, some other subjects such as the foreign languages were judged as relatively hard and specialized, whereas the science subjects were judged less hard and less specialized. The theoretical and practical implications of there findings are discussed. |
| Nama Pengarang | : | Randy Fall, Noreen M. Webb, Naomi Chudowsky |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 911-941 |
| Abstraksi Narasi | : | Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the effects of collaboration on students` cognitive processes and performance on such tests. The present study compared student performance on language arts tests in which they either were or were not permitted to discuss the story they were required to read and interpret. The analyses compared the quality of student responses on test forms with and without collaboration, examined qualitative changes in students` responses before and after collaboration, and examined students` reflections about the impact of collaboration on their understanding of the story. The results show that a 10-min discussion of the story in three-person groups had a substantial impact on students` understanding of the story. Implications for the design of instructional and assessment contexts with peer collaboration are discussed. |
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