| Nama Pengarang | : | John Robert warren, Paul C. LePore, Robert D. Mare |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 943-969 |
| Abstraksi Narasi | : | High school students who work intensively at paid jobs tend to have lower grades in academic courses. Prior research has not properly tested theories about the source of the relationship between student employment and grades (or other outcomes), and has not explicitly modeled the potentially reciprocal nature of this relationship. We focus on both the short-and long-term effects of adolescent employment on grades in academic courses and simultaneously consider the extent to which grades may influence employment behaviors. We find no evidence that high school employment has either short- or long-term effects on grades in academic courses or that grades in these courses influence employment activities. Pre-existing differences between more and less intensively employed students fully account for the association between employment intensity and grades in academic courses. |
| Nama Pengarang | : | Alexander Seeshing yeung, Herbert W. Marsh, Rosemary Suliman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1001-1026 |
| Abstraksi Narasi | : | Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relations of first language (L1, non-English) proficiency to subsequent use of that language (home language maintenance), English proficiency, and academic achievement were examined. Structural equation modeling (SEM) results showed that L1 proficiency in tenth grade (T2) did not affect subsequent English test scores, school grades, or English proficiency in twelfth grade(T3), but had a strong positive effect on T3 L1 use and also positive effects on T3 standardized tests in English, math, and history. Use of L1 up to twelfth grade had almost no effect on T3 English outcomes or on T3 achievements other than English. Negative impacts of frequency in L1 use on perceived English proficiency were found only in the early years of high school and did not persist over time. The results did not support speculations that home language proficiency would have persistent negative effects on English and other academic outcomes, but suggest the need for support in L1 enhancement for home language maintenance. |
| Nama Pengarang | : | Kathleen Knight Abowitz |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 877-907 |
| Abstraksi Narasi | : | Resistance theorists in education urge educators to evaluate the moral and political potential of opposition in schools. The scholarship of resistance calls us to examine oppositional acts of students in school settings as moral and political expressions of oppression. Resistance theorizing over the past several decades has not, however, adequately explored the idea that resistance is communication; that is, a means of signaling and constructing new meanings, and of building a discourse around particular problems of exclusion or inequality. In this paper, I use pragmatist theories of inquiry and communication to interpret and critique resistance theories in education. Using Dewey and Bentley`s notion of transactionalism (1946), I present a theoretical framework for future inquiry into school opposition. Interpreting resistance theory through a pragmatist lens leads to more relational reading of resistance, and can promote school-based inquiry (rather than simple avoidance or punishment) directed toward acts of resistance in schools. |
| Nama Pengarang | : | Erica Frydenberg, Ramon Lewis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 727-745 |
| Abstraksi Narasi | : | This paper reports on a longitudinal study of adolescent coping in metropolitan Melbourne, Australia. During the five-year period of the investigation, 168 students were tracked firstly to document the patterns of general coping behaviour of girls and boys at grade levels 7, 9, and 11, and secondly to determine what changes were apparent in their coping responses. Young people`s coping was assessed using the Adolescent Coping Scale (ACS), an 80-item checklist that identifies 17 distinct Coping strategies as well as a young person`s professed inability to cope. Some interesting changes over time in students` usage of a number of coping strategies were found. Both boys and girls remain relatively stable in their declared inability to cope between the ages of 12 and 14. However, while boys report much the same low level two years later, girls report significantly higher levels of an inability to cope by the time they are 16. Of the coping strategies, five (Seeking Social Support, Solving the Problem, Self-Blame, Keep to Self and Tension Reduction) remained stable for adolescents between the ages of 12 and 14 but increased significantly in the next two years. These represent a combination of what may be termed functional and dysfunctional strategies. For two of the five strategies (Self-Blame and Social Support) boys` usage diminished from age 12 to 14 years and then returned to approximately 12-year-old level by the time they were 16. In contrast, the girls` usage of these two strategies increased moderately between ages 12 to 14 years but increased dramatically between ages 14 and 16. Of the remaining strategies for which age showed a significant main effect, three (Social Action, Spiritual Support and Physical Recreation), had a similar pattern of decrease in usage between the ages of 12 and 14, after which the usage remained relatively stable. The final strategy that varied with age was Professional Help. Reference to professionals was rated significantly lower at 14 than it was at 12 and 16, for both boys and girls. The findings highlight the fact that boys and girls develop differentially in their patterns of coping with age and there are implications for the timing and subtance of coping with skills development programs that may be taugh in schools. |
| Nama Pengarang | : | Amanda Datnow, Marisa Castellano |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 775-799 |
| Abstraksi Narasi | : | Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers` personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers` levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers` made adaptations to the program, in spite of the developers` demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future sucessful implementation of SFA and other externally developed reform models are discussed. |
| Nama Pengarang | : | Neal D. Finkelstein, W. Norton Grubb |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 601-631 |
| Abstraksi Narasi | : | Policy discussions in the United States around markets in education frequently lack an empirical base. However, for nearly twenty years reforms in England have emphasized market-like mechanisms to spur competition among providers and choices among consumers. We examine the research findings about English reforms in six areas. Supply-side reforms include efforts to enhance competition among institutions, to promote afficiency through subcontracting, and to mimic market incentives through performance-based funding. Demand-side reforms include a variety of vouchers as well as other mechanisms to enhance parental and student choice, including access to information. Finally, we discuss several equilibrating mechanisms intended to bring demand and supply into equilibrium. The English examples clarify the limitations of the quasi-markets introduced under current conditions. However, they also raise the possibilities of designing policy around strong markets with more competent suppliers and demanders of education and training services, as a way of escaping the conventional dichotomy of intitutional versus market reforms. |
| Nama Pengarang | : | Leslie Reese, Helen Garnier, Ronald Gallimore, Claude Goldenberg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 633-662 |
| Abstraksi Narasi | : | Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students` subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents` socioeconomic status and family literacy practices, as well as grandparents` educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language whether it takes place at home or at school-is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whetever language they control) as well as formal preschool experiences. |
| Nama Pengarang | : | Sharon J. Derry, Joel R. Levin, Helen P. Osana, Michael Peterson, Melanie S. Jones |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 747-773 |
| Abstraksi Narasi | : | Current research and theory indicate that college students` scientific and statistical reasoning skills are deficient, but can be improved through instruction. Accordingly, an innovative statistics course was developed for the undergraduate education curriculum at the University of Wisconsin-Madison. The course promoted the idea " that the purpose of statistics is to organize a useful argument from quantitative evidence, based on a form of principled rhetoric" (Abelson, 1995, pp.xiii). Most instruction was anchored to mentored, small-group collaborative activies that simulated complex, real-life problem solving. In conjunction with the second offering, evidence of student growth was obtained from pre- and post-course interviews designed to assess students` ability to reason with statistical evidence from everyday sources. Both quantitative and qualitative analyses indicated that students made meaningful gains in their ability to reason statistically. Analyses also pointed to specific conceptual confusions, some related to course design. Students` reactions to the course were variable. |
| Nama Pengarang | : | John Schacter |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 801-829 |
| Abstraksi Narasi | : | This research examined teaching and learning combinations that tested the relative impact on student achievement when students were paired with one other student or a large group of same-age peers, and when students worked with a teacher or did not. The comparison took place in a computer supported collaborative learning context. The results reported here demonstrated that access to a teacher or a large group of same-aged peers were equally potent learning resources in computer supported collaborative learning environments. Analyses further confirmed that students working in groups and students individually tutored by a teacher learned and achieved more on a battery of tests than childrent who worked with only one other child partner. These results differ substantially from a large body of research reported to date (Bloom, 1984; Hughes & Greenhough, 1995; Radziszewska & Rogoff, 1991; Rogoff, 1990). |
| Nama Pengarang | : | Richard S. Prawat |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 663-696 |
| Abstraksi Narasi | : | Based on new evidence, I explore the likelihood that Vygotsky, who Toulmin refers to as the "Mozart of Psychology" met and exchanged views with John Dewey, the great American philosopher, during the latter`s landmark trip to Russia in the summer of 1928. I also discuss a second kind of meeting that occurred around this time, a meeting of the minds between these two great scholars, unmistakably evident in Dewey`s writings from 1925 on and in Vigotsky`s writings toward the end of his life. The social and political context surrounding these two events, ironically enough, has not been adequately dealt with to date. A careful examination of the events leading up to and following the two hypothesized meetings calls into question a number of assumptions about Vygotsky`s life and work- including Luria`s popular, Cinderella-like account of how be came to the attention of the intellectual elite in Moscow. |
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