| Nama Pengarang | : | Karen Seashore Louis, Helen M. Marks |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 757-798 |
| Abstraksi Narasi | : | Professional community among teachers, the subject of a number of recent major studies, is regarded as an ingredient that may contribute to the improvement of schools. The research reported in this article is grounded in the assumption that how teachers interact with each other outside of their classrooms may be critical to the effects of restructuring on students. The analysis focuses on the type of professional community that occurs within a school and investigates both the organizational factors that facilitate its development and its consequences for teachers` sense of responsibility for student learning. The findings suggest that wide variation in professional community exists between schools, much of which is attributable to both structural features and human resources characteristics, as well as school level. Implications for current school reform efforts are discused. |
| Nama Pengarang | : | Carolyn Riehl, John W. Sipple |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 873-901 |
| Abstraksi Narasi | : | The relationships among teachers` task environments, more general characteristics of school organizational climates, and teachers` professional and organizational commitments were examined. Data were derived from the 1987-1988 National Center for Education Statistics Schools and Staffing Survey; the study was based on a sample of 14,844 secondary school teachers. Task environment was operationalized in terms of structural features of teachers` class schedules, and school climate was measured in terms of administrative support, teacher influence and autonomy, and collegiality. Results suggest that, while teachers` professional commitment and organizational commitment were unrelated to teachers` class schedules, commitment was associated with school climate. |
| Nama Pengarang | : | Nola Purdie, John Hattie |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 845-871 |
| Abstraksi Narasi | : | This article reports the results of a study that compared the strategies used by three different groups of upper secondary school students to regulate their own learning processes: Australian students, Japanese students at school in Japan, and Japanese students studying in Australian schools. Although students in the three groups used a similar range of strategies, the pattern of use for each cultural group varied. Variations in the pattern of strategy use were also associated with academic achievement. The structuring of the physical environment for study purposes and the checking of one`s work were two of the most important strategies for each of the groups. The Japanese students used memory strategies significantly more than did the Australian students. Furthermore, although Japanese students studying in Australia resembled their Australian counterparts more than their Japanese counterparts on many of the strategies, they still attached significantly greater importance to the use of memorization than did the Australian students. This finding is discussed in the light of cultural and educational differences between the two groups in terms of their beliefs regarding the relationship between memorization and understanding. |
| Nama Pengarang | : | Olatokunbo S. Fashola et al |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 825-843 |
| Abstraksi Narasi | : | School in the united States serve a large and increasing number of Spanish-speaking students who are making the transition to English language literacy. This study examines one aspect of the transition to English literacy, how Spanish-speaking students spell English words. Samples of 38 students who speak Spanish at home (Spanish-speaking group) and 34 students who speak English at home (English-speaking group) listened to a list of 40 common English words dictated to them by the teacher and wrote down each word one at a time. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (i.e., predicted errors) than did English-speaking students, and the groups generally did not differ in their production of other kinds of spelling errors (i.e., nonpredicted errors). Theoretical and practical implications for bilingual education are discussed. |
| Nama Pengarang | : | Margaret J. Johnson, Frank Pajares |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 599-627 |
| Abstraksi Narasi | : | Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school`s culture. The factors than enhanced the SDM process were the confidence stakeholders had in them-selves and in other members of the school community, availability of necessary resources, creation of democratic rules and procedures, early and concrete accomplishments, and the support of the principal. Factors that constrained the process were the need for additional resources, resistance to democratic reform, a lack of experience with group decision making, and the teachers` perception of lack of district support. Interpretation of results contered on the extent to which SDM resulted in changes in teacher beliefs and attitudes , the breaking down of barriers of authority and of isolation, the emergence of new school leaders, and the redefinition of leadership within the school community. Findings were interpreted using W. Foster`s critical model (1986b) of school leadership and J. Habermas`s conception (1979) of the ideal speech situation. |
| Nama Pengarang | : | Lynn S. Fuchs, Douglas Fuchs, Kathy Karns, Carol L. Hamlett, Suzanne Dutka, Michelle Katzarcff |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 631-664 |
| Abstraksi Narasi | : | The purpose of this study was to examine the quality and effectiveness of students` mathematical explanations as a function of the ability of the tutor. We videotaped dyads from 20 classrooms in which all students had been trained in constructive peer-tutoring interactions and had practiced those methods twice weekly for 23 weeks. From each classroom, one dyad incorporated a high-achieving tutor; the other, a medium-achieving tutor; both tutored the same classmate with a learning disability in the area of mathematics. Results indicated that high-achieving tutors` explanations were rated higher on conceptual, procedural, and overall quality; incorporated a greater variety of explanatory strategies; earned higher conceptual orientation scores; and resulted in better performances among tutees. Implications are discussed in terms of optimizing grouping arrangements during collaborative learning activities and related concerns about mainstreaning students with learning disabilities for academic instruction. |
| Nama Pengarang | : | Ithel Jones, A. D. Pellegrini |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 691-718 |
| Abstraksi Narasi | : | This study examined the effects of social relationships, writing media, and microgenetic development on first-grade students` written narratives. In the within-subjects design, children`s written products and verbalizations were compared across different writing context, computer-supported writing and pencil-and-paper writing. Participant relationships were also manipulated to determine the influence of friendship on the outcome measures in the two writing contexts. At the same time, a microgenetic approach was adopted to examine temporal changes in students` written texts. The results indicated that students` narratives composed with a word processor were lexically denser and more cohesive than their narratives composed with pencil and paper. Students` talk during computer-supported writing episodes included more metacognitive terms than their talk during pencil-and-paper writing. Similarly, the relative frequencies of metacognitive talk of friends and nonfriends differed. Result are discussed in terms of the facilitate effects of computer-supported writing and close relationships on metacognitive processes. |
| Nama Pengarang | : | Herbert W. Marsh, Alexander Seeshing Yeung |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 665-689 |
| Abstraksi Narasi | : | Does academic affect generalize across different school subjects, or is it specific to particular subjects? Substantivelly, this study considers the distinctiveness of affects associated with different school subjects and critically evaluates this distinctiveness in relation to school grades and standardized test scores. Methodologically, the study describes problems related to combining responses to single-item self-rating scales, adapts confirmatory factor analysis (CFA) models of multitrait-multimethod (MTMM) data to address this problem, and provides guidelines for more effective use of the National Educational Longitudinal Survey of 1988 (NELS88) data. A large, nationally representative sample of eighth-grade students (N = 24,599 rated three affects (looking forward to, perceived usefulness, anxiety) in each of four school subjects (mathematics, science, sosial studies, English). The CFA models showed that simple scale scores were inappropriate. MTMM models indicated that ratings in different school subjects were very distinct, and extended models incorporating school grades and test scores supported this subject specificity of academic affect. |
| Nama Pengarang | : | Peggy A. Ertmer, Timothy J. NewbY, Maureen MacDougall |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 719-752 |
| Abstraksi Narasi | : | In this explanatory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students` representing high and low levels of self-regulation, were interviewed three times during the semester to explore initial and changing responses and approaches to case-based instruction. Students` responsesare described in terms of the motivational components of case-based instruction: the interest expressed, the value students perceived in case-based instruction, as well as their confidence for learning from the case method. Students` approaches are described in terms of their goal orientations, evaluative lens, levels of self-awareness, openness to challenges, perceived levels of relevant knowledge, and contextual vulnerability. |
| Nama Pengarang | : | Ellen Brantlinger, Massoumeh Maid-Jabbari, Samuel L. Guskin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 571-597 |
| Abstraksi Narasi | : | Middle-class mothers typically are viewed as ideal models in terms of their values and goals related to education, participation in their children`s education, and professional involvement in schooling. Yet, the results of this study indicate that educated, middle-class mothers, perceived as liberals who believe in integrated and inclusive education, still support segregated and stratified school structures that mainly benefit students of the middle class. Thompson`s (1990) modes of operation of ideology and strategies of symbolic construction shed light on the ways ideology works to establish and sustain high-income parents` self-interested educational choices while , at the same time, allowing them to maintain a liberal image. The study illustrates how ideology allows parents to bridge disparate streams of thought and salve the dissonance that results from the contradiction between their desired liberal identity and class positionality. |
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