| Nama Pengarang | : | Christopher Anderson, Patricia G. Avery, Patricia V. Pederson, Elizabeth S. Smith, John L. Sullivan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 333-364 |
| Abstraksi Narasi | : | This study explored the views of contemporary social studies teachers on citizenship education. Q-technique was used to discern the principal conceptions held by teachers in two smaal samples. Minnesota teachers held three perspectives (cultural pluralism, communitarianism, and legalism) and teachers nationally held four perspectives (critical thinking, legalism, cultural pluralism, and assimilationism). Analysis of a large national sample survey of social studies teachers allows us to ascertain the popularity of each perspective generally and the characteristics of teachers who hold each perspective. Implications for citizenship education in a multicultural society are discussed. |
| Nama Pengarang | : | William A. Firestone, James R. Pennel |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-266 |
| Abstraksi Narasi | : | Using interviews with teachers, network staff, and state policymakers as well as direct observation, this article compares state-sponsored teacher networks fromVermont and California. We conclude that state-sponsored networks can improve teachers` knowledge and motivation while empowering them. We offer three recommendations. First, networks should use a loosely coupled, capacity-building strategy to support reform. Second, extrinsic incentives such as policy-based pressure or financial rewards should reduce teachers` costs of participation and help them take advantage of networks` intrinsic incentives. Finally, networks ought to offer a mix of activities that vary in their emphasis on delivering knowledge to teachers or helping them to construct it. |
| Nama Pengarang | : | Pauline Lipman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-37 |
| Abstraksi Narasi | : | Teacher participation is central to many school restructuring projects. This article challenges assumptios regarding the connection between greater teacher empowerment and school-based reform, particularly for students in marginalized groups. The article presents a case study of teacher collaboration and decision making in restructuring a junior high school and the implications for low-achieving African-American students. Using ethnographic methods, the study examines the influence of teachers` ideologies and the social and political contexts in which the school is embedded. My analysis of the data suggests that, if restructuring is to transform the educational experiencess of marginalized students, it will require both personal and social change-challenging educators` beliefs and assumptions as well as relations of power in schools and communities. |
| Nama Pengarang | : | David F. Labaree |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-81 |
| Abstraksi Narasi | : | This article explores three alternative goals for American education that have been at the root of educational conflicts over the years: democratic equality (schools should focus on preparing citizens), social efficiency (they should focus on training workers), and social mobility (they should prepare individuals to compete for social positions). These goals represent, respectively, the educational perspective of the citizen, the taxpayer, and the consumer. Whereas the first two look on education as a public good, the third sees it as a private good. Historical conflict over these competing visions of education has resulted in a contradictory structure for the educational system that has sharply impaired its effectiveness. More important still has been the growing domination of the social mobility goal, which has reshaped education into a commodity for the purposes of sttus attainment and has elevated the pursuit of credentials over the acquisition of knowledge. |
| Nama Pengarang | : | Douglas Fuchs, Lynn S. Fuchs, Patricia G. Mathes, Deborah C. Simmons |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 174-206 |
| Abstraksi Narasi | : | The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve-schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre-and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed. |
| Nama Pengarang | : | E. Michael Nussbaum, Laura S. Hamilton, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 151-173 |
| Abstraksi Narasi | : | This study is fourth in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national education surveys can enhance test validity and usefulness. It carries the analysis of the NELS:88 science test through to the 12th grade. The test was subjected to full information item factor analysis. Factors reflecting quantitative science, spatial-mechanical reasoning, and basic knowledge and reasoning were obtained. When compared with previous 8th-and 10th-grade analyses, the factor structure appeared to simplify and stabilize in high school, probably because of greater curriculum standardization in high school as well as changes in the test. Regression analyses showed that different patterns of prior achievement and course taking were associated with each 12th-grade science factor. Being in an advanced tracj was related to quantitative science. Spatial-mechanical reasoning showed the strongest gender and ethnic effects. Asian-American students on average showed an advantage on quantitative science but a disadvantage on spatial-mechanical reasoning scores. It is recommended that multidimensional achievement scores be used to capture educational effcts that total scores used alone miss. |
| Nama Pengarang | : | Hrggai Kupermintz, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 124-150 |
| Abstraksi Narasi | : | The present study demonstrates the utility of a multidimensional representation of student mathematics achievement. Third in a series of studies using the math test item level data from the NELS:88 longitudinal study, it carries the analyses through the 12th grade. Full information factor analysis was employed to investigate the structure of math achievement, create meaningful achievement scales, and explore their relationships with student background, academic program, and instructional variables. The findings support a basic distinction between Mathematical Reasoning (MR) and Mathematical Knowledge (MK) for two of the three administered test forms (low and middle levels), replicating previous findings for the 8th-and 10th-grade data. A more complex structure for the high test form reflected variation in problem-solving strategis as well as in content. Regression analyses suggested differential patterns of relationships between student, program, and instructional variables for math achievement subscores. These patterns were also compared with results for the unidimensional total score. Discussion emphasizes implications for score interpretations, both normative and criterion-referenced, within the context of a validity argument. |
| Nama Pengarang | : | Dennis M. Mclnerney, Lawrence A. Roche, Valentina Mclnerney, Herbert W. Marsh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 207-236 |
| Abstraksi Narasi | : | The aim of this research was to determine whether the goals held by students from diverse cultural backgrounds differ and to determine the relationship of these goals to school motivation and achievement. Participants completed a self-report instrument (the Inventory of School Motivation) based on goal theory. Confirmatory factor analyses were conducted to establish the adequacy of the instrument for use across the selected groups. Group differences were analyzed through the application of ANOVA. Finally, multiple regression analyses were conducted to examine the relationship between the goals held by the participants and school achievement criteria. |
| Nama Pengarang | : | Larry Cuban |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 83-122 |
| Abstraksi Narasi | : | Since the late 19th century, medical education has become standardized into 2 years of preclinical schooling followed by 2 years of clinical work in hospitals and clinics. This 2 x 2 model of medical education has turned out to be sturday in both the official curriculum and pedagogy that characterize the vast majority ofmedical schools today. Yet reformers have constantly sought major changes in this model throughout the 20th century. Why are there reccuring curricular and instructional reforms, and why do these reforms seemingly leave untouched this 2 x 2 model? This article answers these questions by first turning to the 9-decade history of one seldom studied elite private medical school and its recurring reforms in curriculum and instruction. To ground the intersection between content and pedagogy, I inquire into the teaching of one perennial subject in the preclinical curriculum, human anatomy. Ideological issues about teaching anatomy to medical students and the entire preclinical phase of the 2 x 2 curriculum itself emerge as a central political struggle between competing views of what kinds of doctors Stanford University-and other medical schools-should produce. This political struggle among faculty, administration, and students over the kinds of future physician is marked by periodic curricular and pedagogical treaties that maintain the overall stability of the 2 x 2 model, thus providing answer to the above questions. |
| Nama Pengarang | : | Laurie Stevahn, David V. Johnson, Roger T. Johnson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 801-823 |
| Abstraksi Narasi | : | The effectiveness of a conflict resolution program was examined in a rural K-8 public school in Ontario, Canada. Participants were 111 students in two seventh-and two eighth-grade classes. The two independent variables were (a) the presence versus the absence of the integration of conflict resolution training into an academic English literature unit and (b) cooperative versus individualistic learning. Three issues were investigated. The first issue was whether the conflict resolution training was effective. The second issue was the impact of context on the effectiveness of the training program. The third issue was the impact of the training program on academic acievement. |
Unduh Dokumen Berkas PDF Utama