| Nama Pengarang | : | A. D. Pellegrini, Maria Bartini |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 699-725 |
| Abstraksi Narasi | : | The intent of this longitudinal, multi-method, multi-agent study was to examine changes in bullying, victimization, and aggressive victimization as well as changes in peer affiliation as youngsters made the transition from primary school through the first year fo middle school. Results indicated that bullying and aggresive victimization were relatively stable across time, posibly due to temperamental factors. Changes in peer affiliation indicated that youngsters` casual contacts with pees initially decreased from primary to the beginning of middle school but recovered by the end of the year. Close relationships, however, decreased, and number of youngsters nominated as isolates increased. Being embedded in an affiliative network of peers, in turn, inhibited victimization. School environmental factors did not make significant contributions to bullying or victimization. Results are discussed in terms of the importance of social affiliations in minimizing victimization in early adolescence. Limitations of the research were noted and suggestions for future research were also made. |
| Nama Pengarang | : | Shelby A. Wolf, Hilda Borko, Rebekah L. Elliott, Monette C. Mclver |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 349-393 |
| Abstraksi Narasi | : | This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to asses results- the Kentucky Instructional Result Information System (KIRIS). We argue that the teachers` responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistenly positive stance toward learning as well as their principal`s leadership. Thus, human capital, the knowledge and willingness to learn on the part of individuals, is inextricably linked to social capital, the relationships of trust and willingness to risk among school personnel. The way in which the four schools successfully met the challenge of KERA and KIRIS was unique to each site. Still, there were critical commonalties among the teachers: their regard for history and heritage; the efficacy of their cooperative leadership; their careful reflection on the reform itself, which ultimately allowed them to teach well beyond the KIRIS test (particularly in writing); and, most important, their dedication to students. |
| Nama Pengarang | : | M. Elizabeth Graue, James DiPerna |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 509-534 |
| Abstraksi Narasi | : | This paper describes the results of a study that examined the prevalence of the delay of kindergarten entry, also known as academic redshirting. Utilizing a representative sample of Wisconsin school districts, the authors examined the school records of more than 8,000 students to depict patterns of school entry, promotion, subsequent special services, and student achievement. Results indicate that approximately 7% of the sample had delayed school entry and that those children were primarily boys with birthdates immediately before the entrance cutoff. Redshirts and retainees are more likely to receive special education services than their peers who enter and are promoted on time. The achievement of redshirts is comparable to their normally entered peers; whereas retainees perform at lower levels. Although the interpretations of these results depend on the perspective taken on extra-year interventions, they can be read in the context of other literature on extra-year interventions. We suggest next steps for the development of empirical knowledge on redshirting and for evaluating the efficacy of this practice. Given its lack of empirical efficacy, we do not support widespread use of this strategy for increasing readiness. |
| Nama Pengarang | : | Nell K. Duke |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 441-478 |
| Abstraksi Narasi | : | This study investigates whether there are differences in the print environment and experiences offered to children in 20 first-grade classrooms chosen from very low-and very high-socioeconomic status (SES) districts. Each classroom was visited for 4 full days over the course of a school year. On each visit, information was recorded about the classroom library, classroom environmental print, and any activity during the school day that involved print in any way. Data indicate that there are substantial differences between the low- and high-SES classrooms in all major areas examined, including the amount, type, and uses of print. Literacy can be added to the list of domains for which meaningful differences in instruction have been observed in schools serving different socioeconomic groups. Literacy is another domain through which schools may contribute to lower levels of achievement among low-SES children and may begin to do so quite early in the schooling process. |
| Nama Pengarang | : | Judith A. Langer |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 397-439 |
| Abstraksi Narasi | : | This study examined the characteristics of teachers` professional lives that accompany student achievement in writing, reading, and English. The study was conducted in the classrooms of 44 middle and high school teachers in four states, in 25 schools and districts that were attempting to improve students` literacy abilities. The sample includes a high representation of schools and districts serving poor and traditionally low-performing students and diverse student bodies. In 14 of the schools, students were "beating the odds," performing better than other students in demographically similar areas. In the other 11 schools, administrators and teachers wanted their students to do better, but the school scores were more typical of onther schools with similar demographics. A 5-year study of both the professional and classroom communities sought to identify characteristics in teachers` professional lives that accompanied higher student achievement. Analyses of patterns across cases indicated six features that permeated the "beating the odds" schools, which were not present in the " typical" schools. The effective schools and districts nurtured a climate that (1) orchestrated coordinated efforts to improve student achievement, (2) fostered teacher participation in a variety of professional communities, (3) created structured improvement activities in ways that offered teachers a strong sense of agency, (4) valued commitment to the profession of teaching, (5) engendered a caring attitude to colleagues and students, and (6) fostered a deep respect for lifelong learning. These characteristics were pervasive across levels, in the ways central administrators and classroom teachers lived their professional lives and in the features they considered evidence of professional excellence. |
| Nama Pengarang | : | Thomas D. Cook, Robert F. Murphy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 535-597 |
| Abstraksi Narasi | : | Using fifth through eighth-grade students, the Comer School Development Program was evaluated in 10 inner city Chicago schools over 4 years, contransting them with nine randomly selected no-treatment comparison schools. Comer schools implemented more program details than the controls but were not faithful to all program particulars. Students` ratings of the school`s social climate improved soon after the program began. By the last 2 study years, both the students` and teachers` perceptions of the school`s academic climate had also improved relative to the control schools. By these last years, Comer schools had gained about 3 percentile points more than the controls in both reading and math and students reported less acting out on a scale whose items are correlated with more serious offending in later life. Students in Comer schools also endorsed more conventional norm about misbehaving and reported greater ability to control their anger. Howeve, the Comer program did not benefit either students` mental health or their participation in activities that adults consider wholesome. Explanations for the achievement and acting out results are offered based on student and staff data about school climate, on insights from an ethnography conducted in the program schools, and on contrast with the evaluation results from Prince George`s County, MD, where a different variant of the program failed to achieve any positive outcomes. |
| Nama Pengarang | : | Roger D. Goddard, Wayne K. Hoy, Anita Woolfolk Hoy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 479-507 |
| Abstraksi Narasi | : | This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy was positively associated with differences between schools in student-level achievement in both reading and mathematics. |
| Nama Pengarang | : | Michael Olneck |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 317-348 |
| Abstraksi Narasi | : | In this article, I answer the question: Can multicultural education redefine or transform cultural capital? After briefly explaining the concept of cultural capital and justifying its application in an analysis of multiculturalism, I identify ways in which multicultural education may transform cultural capital. In the remainder of the article, I examine three principal dynamics that constrain the potential for multiculturalism to transform cultural capital: school-based cultural capital is not independent of other kinds of capital, (2) classes presently favored in the distribution of cultural capital may adopt strategies that blunt the tendencies of multiculturalism to redefine cultural capital, and (3) multiculturalism is inherently contradictory with respect to the redefinition of cultural capital. I conclude that despite significant succeses of multiculturalism in challenging prevailing cultural capital, defenders of existing cultural capital have succeeded in blunting and circumscribing the extent to which that capital has been transformed. Moreover, I conclude that multiculturalism may well be less likely to transform cultural capital and more likely to undermine the conditions for its formation. |
| Nama Pengarang | : | Pete Goldschmidt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 715-738 |
| Abstraksi Narasi | : | The National Educational Longitudinal Study (NELS) database was used to examine student and school factors associated students dropping out in different grades. Specifically, a hierarchical logistic model was used to address three issues. First, are early (middle school) and late (high school) dropouts equally affected by traditionally defined risk factors? Second, do school-level factors, after controlling for differences in enrollment, account for between-school differences in school dropout rates, and can these school factors mediate individual student risk factors? Third, what impact does early predicted risk have on the likelihood of dropping out late? Results showed that the mix of student risk factors changes between early and late dropouts, while family characteristics are more important for late dropouts. Consistent with previous research, the results also indicated that being held back is the single strongest predictor of dropping out and that its effect is consistent for both early and late dropouts. School factors can account for approximately two thirds of the differences in mean school dropout rates, but they do poor job of mediating specific student risk factors. The results indicate as well that early predicted risk, at both the student level and the school level, significantly affects the odds of student dropping out late. |
| Nama Pengarang | : | John P. Smith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 835-878 |
| Abstraksi Narasi | : | Global competition and technological innovation, it is often argued, have fundamentally changed the nature of work, making it more technically demanding, while schools have not kept pace. But the mathematics used in workplaces, much less whole industries, is rarely examined carefully. Observations at 16 sites involved in automobile manufacturing indicate that the level and content of mathematics required by work practices vary substantially. High-volume assembly made minimal to modest demands on workers, primarily for measurement and numerical/quantitative reasoning. Machine tool operation and work in quality labs, however, required substantial spatial and geometric knowledge in two and three dimensions. Technology affected the mathematical demands of work, but the effect was shaped by management orientation and patterns of work organization. These results raise questions about how badly schools are failing to prepare students for "the global competitive workplace." |
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