| Nama Pengarang | : | Lynn S. Fuchs, Douglas Fuchs, Kathy Karns, Carol L. Hamlett, Michelle Katzaroff |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 609-646 |
| Abstraksi Narasi | : | The purpose of this study was to examine effects of classroom-based performance-assessment (PA)-driven instruction. Sixteen teachers were randomly assigned to PA and no-PA conditions. PA teachers attended a workshop, administered 3 PAs over several months, and met with colleagues to score PAs and share ideas for providing student feedback and instruction. PA teachers` knowledge about PA increased; their curriculum shifted toward problem solving; and the reported relying on varied strategies to promote problem solving. Compared to no-PA students, above-grade PA students showed stronger problem solving on all measures; at-grade PA students, on 2 of 3 measures; below-grade students, on only 1 dimension of 1 measure. Professional development needs to promote mathematical problem solving among all students are discussed. |
| Nama Pengarang | : | John V. Sipple |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 477-488 |
| Abstraksi Narasi | : | With each passing decade, the U.S. public educational system has been under increasing scrutiny and pressure to change. This pessure has come from many fronts--including, the media, parents, government, and business. In this study, I examine the actions of a group of business leaders representing several multinational corporations as they try to affect education policy in the state of Michigan. I focus special attention on the environments in which the corporations and K-12 public schools operate and uncover the relationships between the many agents calling for school improvement. The fact that this group took a thoughtful approach and had a significant impact on education reform is by no means an indication that other business groups will do the same. Given enough good information and time to reflect on the complex issues surrounding schools, it is possible that business leaders and educators can reach consensus on a direction for educational reform. |
| Nama Pengarang | : | Thomas D. Cook, Farah-Naaz Habib, Meredith Phillips, Richard A. Settersten, Shobha C. Shagle, Serdar M. Degirmencioglu |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 543-597 |
| Abstraksi Narasi | : | A randomized experiment of Comer`s School Development Program was conducted in 23 middle schools in Prince George`s County, Maryland. The school population is predominantly African American, with considerable internal variation in household socioeconomic standing. This study involved repeated measurement with more than 12,000 students and 2,000 staff, a survey of more than 1,000 parents, and extensive access to student records. It showed that Comer schools implemented some of the program`s central elements better than control schools, but not all or even most of them. This shortfall in program implementation may have been responsible for students experimental schools not changing any more than controls. Quasi-experimental analyses showed that the program theory may be correct in many of its predictions about student changes in psychological and social outcomes, but not achievement. However, achievement gains were found in schools with a more explicit academic focus, suggesting that improving this focus should be as central to Comer`s program theory as improving a school`s social climate. Even more needed, though, are ways to improve program implementability, the sine qua non for student change. |
| Nama Pengarang | : | loucas Petronicolos, William S. New |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 373-408 |
| Abstraksi Narasi | : | In the debates over policies seeking to exclude ellegal immigrant youth from public education, complex issues related to the human and legal rights of this group have often been reduced to cost-benefit analyses, to partisan polemics about multiculturalism and crime. This article presents a contextual analysis of such policies and the related legal standards, with of focus on social justice and equality issues that are raised by the exclusion of any distinct group of children from educational opportunity. Our main thesis is that every individual`s interest in meaningful public education is fundamental, in a constitutional sense, and that this interest does not depend on citizenship or economic status. We begin with an analysis of California`s Proposition 187 and related Supreme Court decisions, most notably Plyler v. Doe (1982) and San Antonio v. Rodriguez (1973), and move to connections with school finance litigation. We continue with an appraisal of the potential of current federal and state case law to address issues of justice that legislation such as Proposition 187 might raise in the future. Finally, we present an argument of the strengthening of Fourteenth Amendment protections in the domain of education and give special attention to the formulations of Justice Thurgood Marshall in several pertinent cases. |
| Nama Pengarang | : | Mary M. Kennedy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 511-541 |
| Abstraksi Narasi | : | In recent years, educational researchers have become consumed by arguments about the relative merits of different genres of research. Some researchers advocate experiments, others advocate ethnographies, and still others advocate narratives. Mary genre advocates refer to teachers to justify their arguments, claiming that teachers need more authoritative knowledge (so we should conduct experiments), more dynamic portraits that reveal multiple we should do ethnographies). This study examined a variety of contentions about research genres by asking teachers to read and discuss five examples of research genres by asking teachers to read and discuss five examples Teachers` responses to these articles did not support any of the common contentions about research genres. I conclude from the study that genre is not the most important determinant of an article`s value to teachers and that the genre argument is distracting educational researchers from other, more important research tasks. |
| Nama Pengarang | : | Okhee Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 187-219 |
| Abstraksi Narasi | : | This study examined children`s views of the world after they personally experienced a natural disaster-- specifically, Hurricane Andrew in South Florida during the summer of 1992. The study addressed three issues: (a) children`s knowledge of the hurricane; (b) children`s sources of especially the causality of the hurricane; and (c) children`s sources of information in social and cultural contexts. The study was conducted in the early spring of 1994. It involved 127 fourth and fifth grade students in two elementary schools located in areas that were particularly hard hit by the hurricane. The student sample was representative of various ethnic, socioeconomic, and gender backgrounds. Both quantitative and qualitative research methods were used for data collection and analysis. Results indicate significant differences as well as similarities in children`s knowledge, world views, and informations sources by ethnicity, socioeconomic status, and gender. Implications for promoting scientific literacy for all students, including socially and culturally diverse students, are discussed. |
| Nama Pengarang | : | Barbarra M. Brizuela, Martha J. Garcia-Sellers |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 345-370 |
| Abstraksi Narasi | : | In this article, we present the results of year-long, follow-up study through vignettes from four of the case studies carried out with a group of 16 firstgrade, Spanish-speaking children whose families recently immigrated to the United States. During the 1995- 1996 school year, we followed the unfolding of the school adaptation of the children, families, and teachers in the process. Through the findings, we seek to challenge traditional views of shool adaptation that focus on the child, on the child and family, and in the case of linguistic minorities or immigrant children,on their English proficiency. We present a comprehensive perspective of school adaptation that considers the child, family, and school and centers on various factors such as cognitive development, socialization, the cultural and political milieu, and family and teacher expectations. We argue for the role of a home-school mediator as a facilitator of children`s adaptation to school. |
| Nama Pengarang | : | Melissa Roderick, Eric Camburn |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 303-343 |
| Abstraksi Narasi | : | For many urban adolescents, the transition to and early years of high school are a time of academic difficulty and increasing school disengagement. In Chicago, over 40% of ninth graders fail one or more major subjects in the first semester. This article examines patterns in the relative risk of course failure and recovery from failure over the first four semesters of high school in one urban school system. It examines how failure rates vary as a function of race, ethnicity, gender, age, and prior achievement and examines between- school variation in student performance. Males and Hispanic students are particularly at risk. Few students recover from grade failure, and early failure often translates into poorer later performance. Schools vary widely in rates of failure and recovery--variation that remains after adjusting for differences in schools` student body composition. Implications for further research and policy are discussed. |
| Nama Pengarang | : | Robert T. Jimenez, Russell Gersten |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 265-301 |
| Abstraksi Narasi | : | We examine the practice of two Latina/o teachers and then develop three issues with potential for improving the literacy instruction of Latina/ o students. First, we contrast the approaches of infusion and reform. The concept of infusion was used to describe one of the teachers who integrated newer conceptualizations of literacy instruction into her repertoire of teaching aligned with reform efforts, most notably the adoption of cognitively oriented methods. We also examine Latina/o cultural influences on these teachers` instruction. We used the qualitative methods of observation, interviews, and document analysis. We concluded that infusion resulted in a balanced approach to literacy learning, that more extensive reform efforts allowed for strong rapport with students and served as the basis for engaging in culturally relevant activities, and that the teachers` Latina/o identity influenced their instructional approaches in multiple ways that have ramifications for European-American teachers of Latina/ o students. |
| Nama Pengarang | : | Walter C. parker, Akira Ninomiya, John Cogan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-145 |
| Abstraksi Narasi | : | School curricula are virtually everywhere developed nationally and intranationally-- by national or local curriculum committees. Ironically, even the portion of the curriculum that involves world study(e.g., courses in world history, world geography, world problems) is developed within nations. Has the time not come to create some portions of the school curriculum multinationally? A multinational research team from nine nations used Cultural Futures Delphi procedures to interview then survey iteratively a multinational panel drawn from an array of fields in the same nine nations. The panelists reached consensus on (a) complex global crises that humans will face in the next 25 years, (b) human characteristics needed for dealing with these crises, and (c) education strategies needed for developed these characteristics. Interpreting these findings, the research team developed a curriculum geared to the development of world citizens capable of dealing with the crises. |
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