| Nama Pengarang | : | Sharon J. Derry, Michael K. Potts |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-99 |
| Abstraksi Narasi | : | Studies of tutoring are producing rich descriptions of tutorial dialogue but have not identified constructs that tutors use to classify and discriminate among students for the purpose of adapting tutoring to students differences. This study investigated five experienced tutors` personal constructs about students tutored over a significant period of time. Several tutoring settings and domains were represented. Constructs used by tutors to discriminate amog tutees were identified with repertory grid interviews and interpreted with the aid of clusteranalysis. All tutors judged and classified students in terms of two underlying dimensions that were similarly defined, though not exactly alike, across tutors: motivation and intellectual ability. Tutors` personal constructs and tutorial decisionsinformed by those constructs are reported, and implications for programming computer-based tutors are discussed. |
| Nama Pengarang | : | Meredith Phillips |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 633-662 |
| Abstraksi Narasi | : | Over the past few decades, scholars and policymakers have been perplexed about why students learn so little in some schools. Many researchers and reformers currently claim that school effectiveness hinges on communal organization. They contend that shared values and activities, positive adult social relations, positive teacher-student relations, and democratic governance enhance students` school engagement and their academic achievement. Yet a competing theory-that of academic press-posits a more direct link between school processes and academic outcomes. This theory suggests that schools are effective when they offer demanding curricula and employ teachers whose educational expectations for their students are high. The present article used hierarchical modeling to compare the merits of these two theories. Analyses of longitudinal data on three cohorts of students (N>5,600) from 23 middle schools indicated that communal organization was not related to mathematics achievement or attendance. Academic press, on the other related to mathematics achievement or attendance. Academic press, on the other hand, was positively related to both mathematics achievement and attendance. These results call for somewhat greater skepticism about the currently popular communitarian solution to school ineffectiveness. |
| Nama Pengarang | : | Colin H. Sacks, John R. Mergendoller |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 721-739 |
| Abstraksi Narasi | : | We examined the relationships between kindergarten teachers` theoretical orientations toward reading, classroom process and task assignment, and student outcomes for students who had scored above or below the population median on a standardized test of early reading ability. The reading achievement of lower scoring children improved the most in whole language-oriented classrooms, while higher scoring children in both whole language and phonics-oriented classrooms and lower scoring children in phonics-oriented classrooms demonstrated lesser reading gains. Whole language and phonics-oriented teachers emphasized different literacy tasks. Students in whole language-oriented classes spent a greater proportion of class time attending to nonbook print, using invented spelling, and dictating stories. Children in phonics-oriented classes spent a greater proportion of time looking through books on their own; copying letters, words, and sentences; and completing worksheets. Lower scoring students exhibited higher levels of engagement in whole language-oriented classrooms than in phonics-oriented classrooms. Implications for kindergarten instruction with children of differing initial reading abilities are discussed in the context of a stage model of reading development. |
| Nama Pengarang | : | Mary E. Brenner, Richard E. Mayer, Bryan Moseley, Theresa Brar, Richard Duren, Barbara Smith Reed, David Webb |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 663-689 |
| Abstraksi Narasi | : | Prealgebra students learned about functions in a unit that emphasized (a) representing problems in multiple formats, (b) anchoring learning in a meaningful thematic context, and (c) problem-solving processes in cooperative groups. In posttest results, treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs than were comparison students. similar results were found for students who spoke English as a second language. |
| Nama Pengarang | : | Carla O'Connor |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 593-629 |
| Abstraksi Narasi | : | For more than 20 years, researchers have shown that the recognition of a limited opportunity structure on the part of marginal youth circumscribes their optimism toward the future and bence increases their their likelihood of disengaging from school. This article, however, focuses on six, low-income, African-American adolescents who expected to realize their ambitions and were high achieving, all the while articulating an acute recognition of how race and class (and, in two cases, gender) operated to constrain the life chances of people like themselves. These students` familiarity with struggle, including collective struggle, was the only biographical factor which distinguished them from the other respondents in the larger project of which they were a part. Thus, in contrast to the findings of some, their knowledge of struggle did not curtail their academic success but may have contributed to their sense of human agency and facilitated their academic motivation. Because this knowledge derived from their interaction with significant others, this article also maintains that the meanings that arise from immediate experiences and discourses are essential for understanding the diverse ways by which marginal people interpret and respond to their subjugation. |
| Nama Pengarang | : | Herbert W. Marsh, Alexander Seeshing Yeung |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 691-720 |
| Abstraksi Narasi | : | Theoretical models posit that self-concept as well as prior accomplishments influence choice behavior. Structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N=246). Paths from self-concept to wanting to take a particular subject and, to a lesser extent, actually taking it were significant, but school grades did not contribute consistently beyond the effects of self-concept. When general academic self-concept (GASC) was added to these models, paths from GASC to coursework selection were negative, and paths from the specific components of self-concept increased; a positive self-concept in a specific school subject contributes even more to selection of that subject if self-concepts in other school subjects are lower. The major results were consistent across Years 8 and 10 and reasonably consistent across nine school subjects. The finding that specific components of self-concept are more strongly related to subsequent course selection than are school grades is substantively important and provides further support for the need to consider multiple dimensions of academic self-concept. |
| Nama Pengarang | : | Helen E. Garnier, Judith A. Stein, Jennifer K. Jacobs |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 395-419 |
| Abstraksi Narasi | : | In this study, nested latent-variable causal models were constrasted to compare the direct and interect relationships of distal family and child and proximal adolescent factors to dropping out of high school. The sample included 194 Euro-American conventional and nonconventional families in a 19-year longitudinal study. The findings showed that dropping out of high school is a multiply-determined process, with early influences beginning in chilhood, that involves family as well as child and adolescent factors. Early family nonconventionality with higher commitment to lifesstyle values was associated with a lower probability of dropping out; cumulative family stress, lower high school achievement and motivation, lower sixth-grade school performance, and adolescent drug use were associated with a higher probability of dropping out. Family lifestyles and values are related to children`s developmental pathways through chilhood exposure to drug use, child ability prior to school entry, and early school performance. Nonconventional lifestyles with a higher commitment to lifestyle values may offer long-term protection for children from school failure. |
| Nama Pengarang | : | Xue Lan Rong, Judith Preissle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-293 |
| Abstraksi Narasi | : | The disparity proportions of Asian American teachers and Asian American students in U.S. elementary and secondary schools has increased, Asian student enrollment having doubled every decade since 1970. As a case example in the composition of the U.S. teaching force, this study focuses on the differing patterns and causes of shortages of minority teachers across varying groups; understanding these differences may contribute to more effective but varied educational policies for recruiting and retaining Asian American and other minority teachers. Using social-demographic data from the U.S. Bureau of the Census and information from the U.S. Department of Education and existing research literature , this study compared the decennial census data of 1990 with 1970 and 1980 data to analyze shortages by U.S. geographic location, Asian nationality, gender, grade level, and immigration status. Causes of shortages are linked to traditional patterns of recruitment in proposing policy recommendations for increasing the number of Asian Americans in teaching. |
| Nama Pengarang | : | Zemira R. Mevarech, Bracha Kramarsk |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 365-394 |
| Abstraksi Narasi | : | The purpose of the present research was to desing an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students` mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enrichment. The method is called IMPROVE, the acronym of which represents all the teaching steps that consitute the method: Introducing the new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment. The research includes two studies, both implemented in seventh grades: One focused on in-depth analyses of students` information processing under the different learning conditions (N = 247), and one investigated the development of students` mathematical reasoning over a full academic year (N = 265). Results of both studies showed that IMPROVE students significantly outperformed the nontreatment control groups on various measures of mathematics achievement. The theoretical and practical implications of the research are discussed. |
| Nama Pengarang | : | David T. Burkam, Valerie E. Lee, Becky A. Smerdon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-331 |
| Abstraksi Narasi | : | This study used a large and nationally representative, longitudinal database, NELS:88, to identity important factors related to gender differences in 10th-grade science performance. It built on an earlier study focusing on 8th-grade science performance, wherein gender differences were found to be related to (a) subject matter (life versus physical science), (b) student ability level, and (c)frequency of hands-on lab opportunities. The moderate unadjusted advantage for 8th-grade boys on the physical science test widened by the 10th grade. The gender differences were smaller on the life science test and favored males among students of average and above-average ability and females among the less able students. Hands-on lab activities-relatively infrequent in high school science classes-continued to be related to all students` performance, but especially to girls`. These findings suggest the importance of the active involvement of students in the science classroom as a means to promote gender equity. Implications for the underrepresentation of women in physical science careers are discussed. |
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