| Nama Pengarang | : | Diane M. Hoffman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 545-569 |
| Abstraksi Narasi | : | Drawing principally from anthropological critiques of contemporary American multiculturalism, this interpretitive analysis of multicultral education in the United States suggests that discourse, text, and practice in the multicultural domain are imbued with unexamined assumptions concerning such basic concepts as culture, self, and individual identity. The article provides a critical analysis of these ideas and their presentation in multicultural discourses and illustrates how they are shaped by dominant core American cultural frames of reference. It argues that a more reflective multicultural discourse is needed, both to advance research on the implementation of multicultural education, as well as to promote more genuine forms of multicultural teaching and learning. Furthermore, a reflective or self-aware multiculturalism would allow us to focus on developing models for learning culture that can promote real transformation in the way we conceptualize and practice education in plural societies. |
| Nama Pengarang | : | Keith C. Barton, Linda S. Levstik |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 419-454 |
| Abstraksi Narasi | : | In order to investigate elementary children`s understanding of historical time, we conducted open-ended interviews with 58 children from kindergarten through sixth grade. In order to overcome the limitations of previous research in this area, we asked children to place pictures from various periods of American history in order and to talk about their reasoning. We found that even the youngest children made some basic distinctions in historical time and that those become increasingly differentiated with age. Dates, however, had little meaning for children before third grade, and, although third and fourth grades understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children`s placement of most pictures revealed substantial agreement with one another and with the correct order` this agreement indicates a significant body of understanding of historical chronology. History instruction in the elementary grades, then, might productively focus on helping students refine and extend the knowledge they have gained about history; information which relies on dates, however, is unlikely to activate their temporal understanding. |
| Nama Pengarang | : | Valerie E. Lee, Robert G. Croninger, Eleanor Linn, Xianglei Chen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 383-417 |
| Abstraksi Narasi | : | This study investigates the frequency, severity, and consequences of sexual harassment in American secondary schoold, using 1993 survey data from a nationally representative sample of 1,203 8th to 11th graders in 79 public schools. We found that 83% of girls and 60% of boys receive unwanted sexual attention in school. Except for gender, social background is unrelated to either the probability or the severity of sexual harassment. However, factors characterizing the context of harassment are strongly associated with both occurrence and severity: the harassment experiences of friends, perceptions of the school environment for harassment, and whether the student has himself/herself harassed others. Our results led us to question the simple perpetrator-victim model, as over half of these students reported both harassing and being harassed by their classmates. Considering the many theories posed to explain sexual harassment, we recommend a culturally based theory as most consistent with our results and most helpful for schoola in designing appropriate responses. We provide several policy recommendations for secondary schools to address this important and widespread phenomenon. |
| Nama Pengarang | : | Carla CooPer Shaw |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 327-354 |
| Abstraksi Narasi | : | The current study investigates the motivations of Africant Americans with regard to precollege teaching as a career. The study`s participants are one female and one male African American both of whom had strongly considered pursuing secondary certification at the graduate level but decided instead to pursue doctorates in order to teach at the college level. The study, which extended over the course of nearly a year, is narrative life history and as such situates the lives of the individual participants within broader societal and cultural contexts. This article presents condensed versions of Vera`s and Van`s life stories from childhood up until they decided to forego precollege teaching. Their reasons for initially considering and ultimately deciding against teaching are discussed, as are their views about the reasons for the scarcity of African Americans entering teaching. The article continues with an interpretation of the study`s findings in light of relevant research and theory. Finally, building on this interpretation, a tentative explanation of possible attractions and deterrents to teaching for African Americans is developed. Central to this explanation are reinterpretations of Lortie`s (1975) themes of service and continuation and the addition of a new theme: social, political, and historical forces which may operate at an individual, psychological level. |
| Nama Pengarang | : | Donald P. Hayes, Loreen T. Wolfer, Michael F. Wolfe |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 489-508 |
| Abstraksi Narasi | : | The 50+ point decline in mean SAT-verbal scores between 1963 and 1979 is widely attributed to changes in the composition of the test-takers. Several inconsistencies in that explanation are identified. That explanation also ignores the pervasive decline in the difficulty of schoolbooks found by analyzing the texts of 800 elementary, middle, and high school books published between 1919-1991. When this text simplifacation series is linked to the SAT-verbal series, there is a general fit for the three major periods: before, during, and after the decline. Long-term exposure to simpler texts may induce a cumulating deficit in the breadth and depth of domain-specific knowledge, lowering reading comprehension and verbal achievement. The two time series are so sufficiently linked that the cumulating knowledge deficit hypothesis may be major explanation for the changes in verbal achievement. Only an experiment can establish whether this is causal, so we describe a simple, low-cost experiment schools can use to test how schoolbook difficulty affects their students` verbal achievement levels. |
| Nama Pengarang | : | Carola Conle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-325 |
| Abstraksi Narasi | : | Practical knowledge data was generated as four preservice teachers shared experiential narratives. As their project supervisor, I wanted to understand more clearly how they engaged with, and reconstructed, their practical knowledge. I observed a process where, through experiential storytelling, preservice teachers connected specific items in current or past experiences to a narrative of their own or someone else`s experience. In this process, they subconsciously created metaphorical correspondences between two sets of narrativized experiences. I called this process resonance and found its educational usefulness maximized when preservice teachers shared their narrative inquiries and stayed close to concrete experiential contexts. |
| Nama Pengarang | : | S. G. Grant, Penelope L. Peterson, Angela Shoi green-Downer |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 509-541 |
| Abstraksi Narasi | : | This article at how teacher understand recent mathematics reforms. Case studies of three California teachers in a disadvantaged, urdan elementary school are presented. Framing the study are issues of teacher learning and systemic reforms. These teachers have access to multiple opportunities to learn about reform. But access guarantees no common understandings. Teachers` understandings are influenced by the kinds of students they have, their prior knowledge and experience, their views of mathematics, textbooks, and tests. If teachers understand reforms in different ways, this raises questions about systemic reform and the notion of aligment. But there are other problems as well. Questions about what it means to be aligned, how all students` needs might be considered, and what the multiple goals of a decentralized system mean for teachers suggest that efforts at systemic reform will be challenged on several fronts. |
| Nama Pengarang | : | Dale H. Schunk |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 359-382 |
| Abstraksi Narasi | : | Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies fourth-grade students received instruction and practice on fractions over sessions. Students worked under conditions involving either a goal of learning how to solve problem (learning goal) or goal of merely solving them (performance goal). In Study 1, half of the students in each goal condition evaluated their problem-solving capabilities. The learning goal with or without self-evaluation and the performance goal with self-evaluation led to higher self-efficacy, skill, motivation, and task orientation than did the performance goal without self-evaluation. In Study 2, all students in each goal condition evaluated their progress in skill acquisition. The learning goal led to higher motivation and achievement outcomes than did the performance goal. Research suggestions and implications for educational practice are discussed |
| Nama Pengarang | : | Margaret Eisenhart, Elizabeth Finkel, Scott F. Marion |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 261-295 |
| Abstraksi Narasi | : | This article explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. We argue that, although the vision of scientific literacy reflected in reform proposals is broad, progressive, and inclusive, it is being implemented in narrow conventional ways. As a consequence, we are not optimistic that current proposals will lead to a significant increase in the scientific literacy of the U.S. population. In the article, we discuss limitations in the current direction of science education reform and examine some alternate |
| Nama Pengarang | : | Mary Kay Stein, Barbara W. Grover, Marjorie Henningsen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 455-488 |
| Abstraksi Narasi | : | This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive demands (e.g., memorization, the use of procedures with [and without] connections to concepts, the "doing of mathematics"). The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students` thinking capacities. During task implementation, the task features tended to remain consistent with how they were set up, but the cognitive demands of high-level tasks had a tendency to decline. The ways in which high-level tasks declined as well as factors associated with task changes from the set-up to implementation phase were explored. |
Unduh Dokumen Berkas PDF Utama