| Nama Pengarang | : | Caroline Clark, Roberta J. Herter, Pamela A. Moss |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 785-791 |
| Abstraksi Narasi | : | In this article, we seek to establish a dialogue with the authors of ``The Challenge of Studying Collaboration`` (John-Steiner, Weber, & Minnis, 1998), a piece written in response to our previous AERJ article (Clark et al., 1996). Although we agree with some parts of their critique, we resist some of their suggestions because of our differing sets of assumptions about the appropriate goals and criteria for scholarly inquiry. The dialectic between our differing approaches to studying, theorizing, and representing collaboration illuminates issues that we hope others may find useful in examining their own assumptions about the nature and scope of scholarly inquiry. |
| Nama Pengarang | : | Robert B. Burns, DeWayne A. Mason |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 739-772 |
| Abstraksi Narasi | : | This study examined the class formation procedures used in 22elementary schools from two districts, as well as the influence these procedures had on the class composition of 200 classes, 56 of which were combination classes (classes with students from two grade levels). Principals were interviewed about their procedures for assigning students to classes, and students completed pretest measures. The major finding was that principals, in an effort to ease the burden that combination classes placed on teachers, assigned higher ability and more independent students to these classes, a strategy that raised the ability level of combination classes but lowered it in adjacent single-grade classes. This study suggests that it may be profitable to conceptualize both elementary and secondary school student assigment procedures as the same mechanism, a mechanism that creates particular K-12 curricular paths for students. |
| Nama Pengarang | : | Carol L. Gohm, Lloyd G. Humphreys, Grace Yao |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 515-531 |
| Abstraksi Narasi | : | High school students gifted in spatial ability were selected from a large national probability sample and compared to those gifted in mathematical ability. The groups were compared on multiple measures, including a range of cognitive tests, organizational participation, hobbies, extracurricular reading, coursework, study habits, grades, occupational and academic intentions, guidance received, and family/home environment. Results indicate that, relative to the students gifted in mathematics, the students high in spatial ability were not fully utilizing their academic capabilities, had interests that were less compatible with traditional coursework, received less college guidance from school personnel, were less motivated by the education experience, and aspired to, and achieved, lower levels of academic and occupational success. |
| Nama Pengarang | : | Ernest C. Davenport, Jr., Mark L. Davison, Haijiang Kuang, Shuai Ding, Se-Kang Kim, Nohoon Kwak |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 497-514 |
| Abstraksi Narasi | : | The 1990 NAEP transcript data were used to study the number of Carnegie units (CUs) earned by students in seven categories of mathematics courses plus a miscellaneous category. On average, students earned 3.11 Cus, slightly more than the minimum of 3 suggested in A Nation at Risk (National Commission on Excellence in Education, 1983). Fifty-four percent of the Cus were earned in the standard high school sequence (Algebra 1 and 2 and geometry), and 20% were earned in preformal courses (e.g., General Math 1 and 2). Overall, gender and ethnic differences in the total number of mathematics CUs were small, buth ethnic differences relative to the type of math course represented by the course categories were large. Gender differences in mathematics course-taking are discussed in light of differences in college attendence patterns and achievement variability. Implications of ethnic differences for school and curriculum reform are discussed. |
| Nama Pengarang | : | John Bielinski, Mark L. Davison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 455-476 |
| Abstraksi Narasi | : | From the finding that males are more variable than females on mathematics test scores, it is argued that one might expect a gender-by-item-difficulty interaction such that easy items are easier for females than for males and hard items are harder for females than for males. This prediction was tested in two studies using data from nine forms of a basic skills test in mathematics. The hypothesis was generally supported. For each form, there was a negative correlation between the item difficulty differences (males-females) estimated on males and females separately and the difficulty of the item estimated on the combined sample. Males tended to outperform females on the hardest items; females tended to outperform males on the easiest items. A possible explanation is offered for the finding, one which posits a shift in the ability measured as items become more difficult. Implications for the construction of mathematics tests and the conduct of meta-analyses are discussed. |
| Nama Pengarang | : | Iaurence R. Antil, Joseph R. Jenkins, Susan K. Vayne, Patricia F. Vadasy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 419-454 |
| Abstraksi Narasi | : | This study examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used cooperative learning. In interviews with a subset of those teachers (n = 21), all indicated having daily cooperative lessons in several subjects. The majority of teachers subscribed to cooperative learning to achieve both academic and social learning goals, structured tasks for positive interdependence, and taught students skills for working in small groups. When we applied criteria for cooperative learning derived from the research literature, few teachers were employing recognized forms of this practice, primarily because they did not tie individual accountability to group goals. Implications for communication between researcher-developers and teachers are discussed. |
| Nama Pengarang | : | Rosetta Matantz Cohen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 353-375 |
| Abstraksi Narasi | : | This article presents the findings from a 2-year study to evaluate the impact of an elite private college education on five mature, returning students (Adas). The subjects of the study were enrolled in Smith College`s Ada Comstock Program, a program that draws exceptional female students from community colleges across the country and supports them through scholarships in the completion of a 4-year degree. Using open-ended interviews and participant observation, the study seeks to understand in what ways the economically privileged and intellectual environemt of Smith College influences the personal ambitions and career goals of individuals who have lived a good part of their lives in vastly different economic and cultural circumstances . The study finds that most participnts evolve counter to expectation, choosing to define success, not in terms of social mobility, but rather in terms of capacity to render service. In this sense, the participants in the study come to embody the Jeffersonian ideal for the ``gifted poor,`` using their scholarship-assisted education to become social change agents and advocates for the disenfranchised. |
| Nama Pengarang | : | Suzanne M. Miller, Marie Wilson Nelson, Michael T. Moore |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 377-416 |
| Abstraksi Narasi | : | For 8 years at national conferences and from academic listserves, we collected qualitative researchers` narrative about problems encountered and solutions tried while researching. Using an emergent design and analytic induction, and triangulating across researcher perspectives, we produced three succesive descriptive-interpretive frameworks for understanding researchers` lived experience during the shift from single to multiple research paradigms. The data show misunderstanding and resistance affecting these researchers at all levels of practice, suggesting a cumulative effect on knowledge in our field. Despite some positive research contexts, most study participants perceived and internalized conflicted epistemologies. We conclude that our field needs to become more reflective about practice and to develop a more deeply democratic discourse for research, one grounded in principles of academic freedom and supported by the conviction that diversity engenders strength. |
| Nama Pengarang | : | Jasna Jovanovic, Sally Steinbach King |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 477-496 |
| Abstraksi Narasi | : | The aim of this study was to examine wether over the school year boys and girls equally share in performing the behaviors required of hands-on activitties (e.g., manipulating the equipment, directing the activity, observing) in the performance-based science classroom. In addition, we examined whether these performance behaviors accounted for changes in boys` and girls` science attitudes (i.e., ability perceptions and task value beliefs) at the end of the school year. The sample include 165 students (53% female, mean age = 12.21) in six Grade 5-Grade 8 performance-based science classrooms where the teachers associated with these classrooms were identified not only as exemplary hands-on science instructors but also instructors sensitive to increasing girls` participation in science. Our results indicated that being actively involved in the performance-based science classroom predicted students` end-of-the year science attitudes. However, boys and girls did not participate equally in these classrooms. Moreover, we found that for girls, but not boys, there was a decrease in science ability perceptions over the school year, suggesting that boys and girls experienced these classrooms differently. |
| Nama Pengarang | : | John R. Rachal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 167-198 |
| Abstraksi Narasi | : | In the summer of 1964, several civil rights organizations, led by the student Non-violent Coordinating Commitee (SNCC), formed a coalition and conducted a voter registration and educational program in Mississipi which was originally called the Summer Project but became known later as Freedom Summer. Continuing the civil rights work that preceded it, Freedom Summer was distinguished by its organized, state-wide, and highly public attempt to promote its three-pronged educational program of Freedom Schools, community centers, and voter registration and by the recruitment of severalhundred out-of-state student volunteers to implement the program. Adult education played a critical role in the schools, the centers, and the voter registration work and included literacy education, practical skills, and political awareness. Paulo Freire`s work in adult education in Brazil and his paradigm of critical consciousness provide an intriguing historical parallel as well as a useful theoretical frame from which to analyze the adult education component of the Summer Project. Confronted with verbal, legal, and sometimes violent hostility, Freedom Summer sought to use education and moral suasions to give democracy and citizenship a more genuine meaning. |
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