| Nama Pengarang | : | Miriam Alfassi |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-332 |
| Abstraksi Narasi | : | The purpose of this study was to investigate the effects of strategy instruction on reading comprehension. The main objective of strategy instruction is to foster comprehension monitoring. The study examined whether reciprocal teaching methods (strategy instruction) were superior to traditional methods of remedial reading (skill acquisition) in large intact high school remedial clasess. This setting was chosen because it is a more natural setting for the implementation of reciprocal teaching than settings used in previous studies. With a methodology similar to that used in the pioneering work of Palinscar and Brown (1984), 53 students in five intact reading classes who received strategy instruction were compared to 22 students in three control-group clasess. The results indicated that in this challenging setting strategy instruction was superior to traditional reading methods in fostering reading comprehension as measured by experimenter-designed reading tests. Consistent with previous research, no differences were found between the groups on two standardized measures of reading. |
| Nama Pengarang | : | Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Kathy Karns |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 227-267 |
| Abstraksi Narasi | : | The purpose of this study was examine high-achieving students` interactions and performances on complex mathematics task as a function of homogeneous versus heterogeneous pairings. Participants were third and fourth graders who had been trained in, and had routinely practiced, constructive peer-tutoring interactions and had experience working individually on performance assessments. We videotaped 10 high achievers working with a high-achieving and with a low-achieving classmate on performance assessment. Results indicated that homogeneous dyads operated more collaboratively, generated greater cognitive conflict and resolution, and produced better quality work. Implications are discussed in terms of optimizing grouping arrangements during collaborative learning activities and preparing students to work productively together on complex tasks. |
| Nama Pengarang | : | Peter B. Mosenthal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 269-307 |
| Abstraksi Narasi | : | The purpose of this study was to validate the constructs that define the difficulty levels of prose-task processing. To accomplish this, this study investigated the extent to which variables from a previous study (Mosenthal, 1996) on document processing influenced difficulty on 165 task drawn from the prose scales of five national, adult-literacy surveys. It was found that three process variables accounted for 78% of the variance when prose task difficulty was defined using level scores. The constructs within five levels are specified in terms of a hierarchy of processing difficulty and proficiency. The application of these levels for designing computer-adaptive testing and instruction programs is considered, as are applications for conducting prose research and interpreting literacy policy. |
| Nama Pengarang | : | Richard S. Prawat |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-224 |
| Abstraksi Narasi | : | Self-regulation has emerged as a key construct in learning and motivational theory. From a Deweyan perspective, however, the focus on self-regulation is problematic because it legitimates dualist distinctions within and between the domains of learning and motivation. For example, dualism is evidenced within the learning domain by the distinction between strategy and content; it is evidenced within the motivational domain by the distinction between interest and effort. At a deeper level, these distinctions reflect the long-standing tendency of philosophers and psychologists to ignore the problems associated with the mischievous ontological distinction between mind and world, a practice which has given rise to a number of other false dichotomies-such as that between subject and object and that between child and curriculum, to name two. Problems associated with the adoption of a dualist ontology in the learning and motivational domains are discussed in this article. |
| Nama Pengarang | : | Artin Goncu, Barbara Rogoff |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 333-349 |
| Abstraksi Narasi | : | Two studies investigated children`s involvement in shared thinking with varying adult support and children`s later performance on the categorization task. In the two studies, an adult followed one of several scripts that systematically varied the provision of adult support and the involvement requested of the children, middle-class U.S. 5-year-olds. Children who received minimal support for determining the categorization system categorized fewer items correctly, when later asked to sort some of the same and some new items, than children with whom the adult had articulated the categorization system or children whom the adult had induced to determine the categorization system. If the adult provided little assistance in determining the categorization system, children requested greater assistance from the adult. There were no differences in children`s later performance among the scripts which varied whether the adult or the child was responsible for articulating the category system, suggesting that, as long as there was adult support and child involment in following the thinking, the particular balance of responsibility for making decisions did not matter. |
| Nama Pengarang | : | Tim Urdan, Carol Midgley, Eric M. Anderman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-122 |
| Abstraksi Narasi | : | Some students purposefully use self-handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumtances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students` reports of their use of self-handicapping strategies and to examine individual-and classroom-level predictors of self-handicapping. Surveys were given to 646 fifth-grade students. The handicapping items formed a single factor with good internal consistency. Handicapping varied significantly across classrooms. Using hierarchical linear modeling, we found that boys used handicapping more than girls did and students` grade point average and perceived academic competence were negatively related to handicapping. Students` perceptions of an emphasis on relative ability in the classroom (ability goal structure) as well as teachers` reported use of instructional practices that highlight relative ability were positively related to handicapping. Implications for practice are discussed. |
| Nama Pengarang | : | Thomas Hatch |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-31 |
| Abstraksi Narasi | : | School improvement efforts often create controversies and conflicts that can make success difficult if not impossible to achieve. This article suggests that differences in the theories of action held by different people and organizations involved in reform efforts may be a critical source of these conflicts. An analysis of the first 2 years of the ATLAS Communities Project-a collaboration of the Coalition of Essential Schools, Education Development Center, Harvard Project Zero, and the School Development Program-shows how differences in the theories of action of these organizations contributed to significant disagreements over a number of key issues related to the process of change, the nature of the curriculum, and the shape of personal and organizational development. As a result, despite considerable funding, broad initial agreements, and good relationships at the highest levels, it was extremely difficult to make decisions and carry work out in a collaborative and efficient manner. |
| Nama Pengarang | : | David W. Chan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-163 |
| Abstraksi Narasi | : | The relationships among teacher stressors, active and passive coping strategies, and psychological distress were investigated in a sample of 412 Chinese secondary school teachers in Hong Kong. A direct effect, or stress-distress, model and a mediational, or stress-coping, model were postulated and tested with structural equation modeling procedures. For comparison, a direct-and-mediational model and a moderated effect model were also fitted to the data. The results indicated that the mediatonal model with coping strategies mediating the effects of stressors on psychological distress represented and adequate fit to the data. Implications for the role of active and passive coping strategies in mitigating the effects of stressors on psychological distress and teacher stress management are discussed. |
| Nama Pengarang | : | James P. Spillane |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 33-63 |
| Abstraksi Narasi | : | This article examines how the local school district`s non-monolithic character undermines state level efforts to create more coherent guidance for instruction of teachers. Exploring two school districts` responses to a state reading policy, the author suggests that what the school district does by way of enacting state policy is not always internally homogenous: The image of the school district that emerges is one of a non-monolithic agency of instructional guidance. Attempting to unravel and explain the internal variation in the school district`s response to state policy, the author considers the school district`s organizational arrangements as well as the professional specializations and associations of district staff. |
| Nama Pengarang | : | Lynn Okagaki, Peter A. Frensch |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-144 |
| Abstraksi Narasi | : | The present study is an examination of the relations between parenting and the school performance of fourth-and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children`s educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to external standards, and importance of monitoring children`s activities), (d) self-reported behaviors (i.e., creating and academically enriching environment and helping with homework), and (e) perceptions of parental efficacy. School performance was measured by school grades and achievement test scores. Ethnic group differences emerged in parents` expectations for children`s educational attainment, grade expectations, childrearing beliefs, perceptions of parental efficacy, and in the relations between these beliefs and children`s school achievement. These results provide further evidence of the importance of considering the constellation of parents` beliefs, goals for their children, and the type of help parents can offer children when working with parents to facilitate their children`s school experiences. |
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