| Nama Pengarang | : | A. D. Pellegrini, Patti Davis Huberty, Ithel Jones |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 845-864 |
| Abstraksi Narasi | : | Three field experiments were conducted to determine the effects of different recess timing regimens on children`s classroom and recess behaviors. Experiment 1 involved children in Grades K, 2, and 4. The timing of their recess was experimentally varied by 30 minutes. students` classroom behavior before and after recess was observed as was their outdoor recess behavior. Children`s prerecess inattention varied as a function of deprivation duration. Further, children, but especially boys, were more socially interactive on the playground following the long deprivation, compared to the short deprivation. Recess behaviors did not relate significantly to postrecess inattention. However, inattention rates were higher before recess than after. Experiment 2 utilized a similar paradigm with a sample of second and fourth graders from the same school. Experiment 2, generally, replicated results from Experiment1. In Experiment 3, which utilized a replicated sample design, children`s recess was also manipulated, but the recess period was indoors. Results of the two samples replicated each other and the preceding experiments. Results are discussed in terms of play deprivation theory and massed versus distributed practice. |
| Nama Pengarang | : | Steven M. Ross, Lana J. Smith, Jason Casey, Robert E. Slavin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 773-800 |
| Abstraksi Narasi | : | In recent years, two programs have gained national attention for producing significant and sustained effects on the reading performance of at-risk children. One is Reading Recovery which uses highly trained teachers and a systematic set of procedures to tutor first graders who are having difficulty learning to read. The other is Success for All which uses research-based beginning and intermediate reading programs, one-to-one tutoring, family support, and other elements to provide support for all students in the targeted elementary school. The present research examined the processes and outcomes associated with the implementation of these approaches in comparable first grade classes during one school year. Results showed that Reading Recovery strongly benefited tutored students, particularly on passage comprehension. Success for All was more beneficial for special education students and for students who were not tutored, especially on word attack measures. School climate and teacher attitude results also showed advantages of Success for All`s comprehensive approach in integrating the reading curriculum with family support and schoolwide restructuring. |
| Nama Pengarang | : | Jim Garrison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 716-740 |
| Abstraksi Narasi | : | In the quest for an epistemology that supports theories of situated cognition and social constructivism, educational theorists and researchers have overlooked one of the most familiar figures in the modern history of educational inquiry-- John Dewey. Perhaps one reason for this oversight is that if we adopted Deweyan social epistemology and constructivism we would have to come to grips with his social behaviorism as well. Besides advocating Deweyan epistemology behaviorism, the other purpose for writting this article is to urge the field of education to seriously consider behaviorism as one way of understanding social constructivism and situated cognition. |
| Nama Pengarang | : | Frances A. Campbell, Craig T. Ramey |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 743-772 |
| Abstraksi Narasi | : | Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy-8 years), preschool treatment only (infancy-5 years), early elementary school treatment only (5 years-8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that givenin early elementary school. Policy implications stress the importance of providing high quality early chilhood environments for impoverished children. |
| Nama Pengarang | : | Adam Gamoran ...et. al. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 687-715 |
| Abstraksi Narasi | : | Ability grouping appears to be logical means of organizing a student body with diverse academic skills. Many observers contend, however, that the practice favors students in high-ability groups at the expense of students in lower groups. An organizational conception of ability grouping clarifies the rationale for abilitty grouping but also illuminates its shortcomings: Grouping students leads to segregation on nonacademic as well as academic criteria, and differentiated instruction may lead to unequal results for students assigned to different groups. These issues are explored with data from 92 honors, regular, and remedial English classes in eighth and ninth grade. We examine the characteristics of students placed in different groups, similarities and differences in the quality of instruction across groups, and the links between instruction and achievement. The data show that rates of student participation and discussion are higher in honors classes, contributing to the learning gaps between groups. Rates of openended questions are similar across classes, but honors students benefit more from such discourse because it occurs more often in the context of sustained study of literature. |
| Nama Pengarang | : | Victor Battistich, Daniel Solomon, Dong-il Kim, Marilyn Watson, Eric Schaps |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 627-658 |
| Abstraksi Narasi | : | Hierarchical linear modeling was used to examine relationships between students` sense of school community, poverty level, and student attitudes, motives, beliefs, and behavior among a diverse sample of 24 elementary schools. Major findings were that: (a) within schools, individual students` sense of school community was significantly associated with almost all of the student outcome measures. (b) Between schools, school-level community and poverty were both significantly related to many of the student outcomes (the former positively, the letter negatively). (c) Most of the relationships between school community and student measures held for schools at different poverty levels. (d) Several significant interactions between school community and proverty level indicated that some of the strongest positive effects of school community occurred among schools with the most disadvantaged student populations. |
| Nama Pengarang | : | Victoria Purcell-Gates, Ellen Mclntyre, Penny A. Freppon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 659-685 |
| Abstraksi Narasi | : | This study examined three data sets from previous studies to determine if children who begin kinderganter with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-based beginning literacy instruction to those who participated in whole language classrooms. Results show that all of the children who began school with low levels of knowledge of written syntax and vocabulary catch up to the well-read-to children`s baseline kindergarten scores on this dimension by the end of first grade. In addition, those children in whole language classes with increased levels of storybook readings, book discussions, and opportunities to explore books and to write, as compared to the skill-based curriculums, showed significantly greater growth in their knowledge of writen language and more extensive breadth of knowledge of written linguistic features. |
| Nama Pengarang | : | Laura S. Hamilton, E. Michael Nussbaum, Haggai Kupermintz, Joannes I. M. Kerkhoven, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 555-581 |
| Abstraksi Narasi | : | This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88th- and 10th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th grade. Quantitative science, spatial-mechanical, and basic knowledge and reasoning were distinguishable factors in 10th-grade science factor. Teacher emphasis on problem solving and understanding related more to quantitative science, and basic knowledge and reasoning. Spatial-mechanical reasoning showed the strongest gender and ethnicity effects; it related also to science museum visits but not to instructional variables. It is recommended that multidimensional achievement scores be used to capture student and teacher effects that total scores used alone miss. |
| Nama Pengarang | : | Haggai Kupermintz, Michele M. Ennis, Iaura S. Hamilton, Joan E. Talbert, Richard E. Snow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 525-554 |
| Abstraksi Narasi | : | This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that student attitudes, instructional variables, course, and program experiences related more to knowledge, whereas gender, SES, and some ethnic differences related more of reasoning. Teacher emphasis on higher order thinking, student use of home computers, and early experience with advanced math courses related to both dimensions. It is recommended that national educational educational surveys use multidimensional achievement scores, not total scores alone. |
| Nama Pengarang | : | Russell W. Rumberger |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 583-625 |
| Abstraksi Narasi | : | Prior research on dropouts has often focused on high schools and examined the issue from either the individual perspective or the institutional perspective. Using data from the National Educational Longitudinal Survey of 1988 and a new form of hierarchical linear modeling (HLM), this study focuses on dropouts from middle school and examines the issue from both individual and institutional perspective. At the individual level, the results identified a number of family and school experience factors that influence the decision to leave school, with grade retention being the single most powerful predictor. But disaggregating the analysis also revealed that there are widespread differences in the effects of these factors on White, Black, and Hispanic students. At the institutional level, the results revealed that mean dropout rates vary widely between schools and that most of the variation can be explained by differences in the background characteristics of students. But restricting the analysis to lower SES schools shows widespread differences in both mean dropout rates and social class differentiation among such schools. Moreover, much of the variation among those schoold can be explained by social composition of students and by several structural features of schools and school climate. |
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