| Nama Pengarang | : | Joseph Kahne |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-22 |
| Abstraksi Narasi | : | The notion of self-esteem resonates powerfully and is referred to frequently in American culture. Rhetorical connections between self-esteem and desirable educational policy are ubiquitous; promoting students` self-esteem, particularly that of minority and poorly performing students, is a prime concern. Is this focus desirable? Before analysts can assess self-esteem as a goal for political and practice, they must consider the ideological orientations of those who use the term and cultural norms which shape the debate. The analysis and knowledge claims regarding self-esteem made by psychologists and political philosophers are some value in this regard, but explicit attention to the politics surrounding self-esteem is needed to understand and evaluate the use of the concept in policy contexts. |
| Nama Pengarang | : | M. Gail Jones, Elizabeth M. Vesilind |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 91-117 |
| Abstraksi Narasi | : | This study investigated changes in the organization of preservice teachers` knowledge about teaching. The research questions included: (a) How do student teachers` concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middle-grades teacher education drew concept maps, completed card sorting tasks, and participated in structured interviews four times during the senior year. The findings indicated that student teachers reconstructed their knowledge related to teaching during the middle of student teaching and attributed these changes in knowledge organization primarily to student teaching experiences. Using a constructivist perspective, the authors discuss how anomalies experienced by student teachers interacted with prior knowledge. Two concepts---flexibility and planning--emerged as key concepts that changed rapidly. Flexibility was initially associated with preparation for class; then toward the end of student teaching, this concept was related to differentiating instruction for students` needs and taking advantage of the teachable moment. Planning was initially described as a concept related to planning lessons and obtaining materials; then by the middle of student teaching, it become associated with the unpredictability of classroom events. By the end of student teaching, planning became a complex concept that connected lesson planning, maintaining class management, and meeting students` needs. |
| Nama Pengarang | : | PeneloPe L. Peterson, Sarah J. McCartheY, Richard F. Elmore |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 119-153 |
| Abstraksi Narasi | : | We analyzed cases of restructuring experiments in three elementary schools, each with ethnically diverse populations, located in large urban school districts in different parts of the United States. Over 2 years, we gathered data on views and classroom writing practices of two teachers in each school through on-site interviews and observations. We also interviewed the principal and other support personnel. We found that these three schools did successfully restructure; changes included new student grouping patterns, new ways of allocating time for subject matter, teachers meeting together as a whole school or in teams, and access to new ideas through professional development opportunities. Through close analyses of teachers` classroom practices, we learned that changing teachers` practice is primaliry a problem of learning, not a problem of organization. While school structures can provide opportunities for learning new practices, the structures, by themselves, do not cause the learning to occur. |
| Nama Pengarang | : | Deborah Loewenberg Ball, Suzanne M. Wilson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-192 |
| Abstraksi Narasi | : | In this article we examine the relationship between teaching as a knowledge endeavor and teaching as a moral enterprise, using episodes from our own elementary school teaching as states for our analysis. One episode concerns the teaching of social studies, the second the teaching of mathematics. We first describe the episodes themselves, highlighting the way in which they shed light on issues of pedagogical content knowledge and reasoning. We then revisit each episode with a different lens: that of teaching as moral work. Our framework consists of two essential components: concerns for subject matter and for students. This analysis is meant to show that, in teaching, concerns for the intellectual and the moral are ultimately insperable. |
| Nama Pengarang | : | Frances K. Stage, Sue A. MaPle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-51 |
| Abstraksi Narasi | : | Despite 2 decades of research and attention directed at enhancing their participation, the number of women earning a PhD in science and mathematics remains low. This article presents the results of an interpretive study of the educational and career paths of female students who have successfully completed a bachelor`s or master`s degree in mathematics and have chosen to leave the mathematics/science pipeline to research scientist in order to pursue a doctorate in education. The women`s narratives portray the difference between their views of themselves and the nature of their chosen discipline. The emergent themes are examined against the conceptual framework of women`s participation in the mathematics/science pipeline and women and their relationship to mathematics. |
| Nama Pengarang | : | Mitchell D. Chester, Barbara Q. Beaudin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 233-257 |
| Abstraksi Narasi | : | This study explores the relationship between change in self-efficacy beliefs, teacher characteristics, and school practice for newly hired teachers in urban schools. Earlier research concluded that the self-efficacy beliefs of beginning teachers typically decline over the course of the first year. The findings of the current study suggest that the decline is not universal. Beliefs are mediated by the teacher`s age and prior experience and by school practices such as opportunities for new teachers to collaborate with coleagues, supervisor attention to instruction, and the level of resources available in the school. Implications of the effects of school practicea and teacher characteristics on the induction year experience are discussed. |
| Nama Pengarang | : | Caroline Clark, Pamela A. Moss, Susan Goering, Roberta Herter, Bertha lamar, Doug Leonard, Sarah Robbins, Margaret Russell, Mark Templin, Kathy Wascha |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 193-231 |
| Abstraksi Narasi | : | This article, in both form and substance, seeks to reconceptualize the role of collaboration in proffessional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites and to contrast the individual stories of each teacher and researcher as opposed to essentializing our story into generalities about these groups. Writing about this work together required the construction of a narrative from that could incorporate and honor the voices of everyone. The story/data is presented as a Readers Theatre--a written script, based on meeting dialogues and interactions. This format highlights the problem of writing in collaborative research, as well as the differences in collaborative experiences among teachers and researchers. It also seeks to challenge traditional conceptions of the roles of teachers and researchers as theorizers about and disseminators of knowledge. |
| Nama Pengarang | : | Maris A. Vinovskis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-85 |
| Abstraksi Narasi | : | The concept of systemic reform has become one of the centerpieces of the Clinton administration`s educational policies. In order to clarify the current discussion about systemic reform in education as well as to stimulate additional discourse about its advantages and disadvantages, this article will trace the origin of the idea of systemic reform, place the concept within the context of educational developments in the 1980s and 1990s, and consider how systemic reform is being interpreted and applied by analysts and policymakers today. |
| Nama Pengarang | : | Susan B. Neuman, Tracy Hagedorn, Donna Celano, Pauline Daly |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 801-827 |
| Abstraksi Narasi | : | This study addresses the challenge of creating a collaborative approach to parent involvement. As part of a family literacy program, participants in the study were 19 African-American adolescent parents from low-income backgrounds whose children attended an early intervention program. Parents` beliefs about learning and literacy were sought through a series of peer group discussions. The data revealed a continuum of perspectives ranging from behavioral to constructivist beliefs, suggesting important intragroup variability within this particular sociocultural group. The discussions also revealed shared goals that may be used to forge collaborative relationships between parents and professionals in the interest of improving African-American children`s early education. Illustrations from a family literacy program are used to show how parent beliefs may be incorporated into programmatic changes, building constructive relationships that work toward supporting children`s success in schools. |
| Nama Pengarang | : | David W. Johnson, Roger Johnson, Bruce Dudley, Marty Ward, Douglas Magnuson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 829-844 |
| Abstraksi Narasi | : | A peer mediation program in a midwestern, suburban school was examined to determine the types of conflicts that occurred, the strategies students used to resolve their conflicts, and the types of resolutions in both school and home settings. The impact of the peer mediation program on the strategies used to manage conflicts and the resolutions of conflicts was also examined. Six classes (one combination second/ third grade, one third grade, two fourth grades, and two fifth grades) containing 144 students received 9 hours of training in how to negotiate integrative agreements to their conflicts and how to mediate the conflicts of their classmates. A random sample of 83 students was selected from the untrained students in the third, fourth, and fifth grades as a control group. A peer mediation program was implemented. The role of mediator was rotated equally among all class members. Data were gathered over a 9-week period before, during, and after the peer mediation training. Seven hundred eighty-three conflicts were reported (209 at school, 574 at home). A significant difference between the types of conflict occurring in the school and in the home was found. The training had significant impact on the strategies students used and the resulting resolutions. |
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