| Nama Pengarang | : | Villiam E. Bickel, Rosemary A. Hattrup |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 35-62 |
| Abstraksi Narasi | : | This research describes a 54-month National Science Foundation-supported collaboration, the Thinking Mathematics Project, between the American Federation of Teachers (AFT) and the Learning Research and Development Center (LRDC) of the University of Pittsburgh wherein expert teachers and cognitive researchers sought to codify the best of clinical and research knowledge on student learning and instruction for mathematics in the early grades. The authors draw on their documentation of the development of the collaboration between these two organizations and the teachers and researchers involved to provide highlights of participants` reflections of the collaborative experience. Lessons about what works and what doesn`t when teachers and researchers attempt to build a common learning community are described. |
| Nama Pengarang | : | Weinstein, Madison, Kuklinski |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 121-159 |
| Abstraksi Narasi | : | Given the gap in research on applied expectancy interventions, this study examined perceived obstacles encountered by a collaborative team of teachers, administrators, and researchers in raising expectations for ninth graders at risk for failure in an inner city high school. Qualitative analysis of narrative records of team meetings over 2 years revealed perceived constraints emanating from deficits in students, pessimism about efficacy and fears about exposing vulnerability in teachers, and lack of support for collaborative action and for mixed-ability teaching in the school. Over time, collaboration enabled participants to challenge these beliefts, thereby opening the door for disconfirming evidence. Teachers took increasing responsibility for reframing obstacles so that positive changes were made in practices and policies that increased learning opportunities for students. The findings illustrate that preventive action must move beyond the teacher-student dyad to include an understanding of the context in which expectations for students, teachers, and schooling are embedded. |
| Nama Pengarang | : | Elizabeth G. Cohen, Rachel A. Lotan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 99-120 |
| Abstraksi Narasi | : | Emphasis on tracking and ability grouping as sources of inequality and as goals for reform ignores processes of stratification within heterogeneous classrooms. Research literature on effects of classroom status inequality is reviewed. The article presents a test of two interventions derived from expectation states theory and designed to counteract the process of stratification in classrooms using academically heterogeneous small groups. The design focuses on variation in the frequency with which teachers carried out status treatments in 13 elementary school classrooms, all which were using the same curriculum and the same system of classroom management. There was good support for the hypotheses that the use of status treatments would be associated with higher rates of participation of low-status students and would have no effect on the participation of high-status students and at the classroom level revealed that more frequent use of these treatments was associated with more equal-status interaction. |
| Nama Pengarang | : | Jeannie Oakes, Gretchen Guiton |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-33 |
| Abstraksi Narasi | : | Over the past 20 years, research has expanded educators` knowledge of the impact of high school tracking on students` curriculum opportunities and outcomes. Researchers also know that students are unevenly distributed among tracks, with low-income and minority students more likely to be in low ability classes for the non-college-bound. At the same time, they still understand little about how schools actually match particular students to tracked courses. Scholars and educators variously draw on technical/structural (e.g., a match between tracking and the differentiated structure of workforce), cultural (e.g., a norms regarding race, social class, and educational prospects), and political or individualistic (e.g., choice, parent pressure) theories to expain students` track assignments. To shed further light on the school dynamics that shape track-related course taking, we provide findings from a 2-year examination of tracking decisions at three comprehensive high schools. Setting these findings against prior theoretical and empirical work, we suggest an eclectic explanation that blends structural, cultural, and individualistic explanation for track assignments. High school tracking decisions, we conclude, result from the synergy of three powerful factors: differentiated, hierarchical curriculum structures school cultures alternatively committed to common schooling and accommodating differences; and political actions by individuals within those structures and cultures aimed at influencing the distribution of advantage. Both research on tracking and efforts at school restructuring could benefit from this broader perspective. |
| Nama Pengarang | : | Graham Nuthall, Adrienne Alton-Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 185-223 |
| Abstraksi Narasi | : | Three observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out. Immediately after the administration of the short-term and long-term (12 months) achievement tests, selected students were asked to describe how they answered each item and to recall relevant learning experiences. Students reported basing their answers on recall of classroom learning experiences for 30%-50% of the items and deducing the answers from related experience and knowledge for 15%-24%. Item-answering processes were affected by length of time between learning and test administration, the nature of the topic studied, the students` background knowledge, type of learning experience, and involvement in classroom activities. A model is described that explains how students use their multilayered episodic and semantic memory for relevant learning experiences and related knowledge to answer achievement test items. Item content and structure defines the domain within which students apply complex metacognitive, retrieval, deduction, and knowledge construction skills. |
| Nama Pengarang | : | Einar M. Skaalvik, Richard J. Rankin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 161-184 |
| Abstraksi Narasi | : | In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal self-perceptions. Subscales measuring self-perceived math and verbal skills were used to define another set of math and verbal latent variables labeled specific math and verbal self-perceptions. Both general and specific math and verbal self-perceptions were strongly related to corresponding achievement. Predictions from Marsh`s internal/external frame of reference model were confirmed for math and verbal general self-perceptions but not for specific self-perceived effort, and anxiety in the respective domains, whereas specific self-perceptions did not. The pattern of results was quite similar for the two grade levels. |
| Nama Pengarang | : | Thomas E. Scruggs, Margo A. Mastropieri |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 785-811 |
| Abstraksi Narasi | : | The overall purpose of this investigation was to identify variables meaningfully associated with mainstreaming success in science classes, across grade levels, and across categories of disability. Subsequent to 2 years` collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were successfully included. Associated building and district-level practices were also examined. Evidence gathered included observational field notes, student and teacher products, videotaped records, curriculum materials, and interviews with students, teachers, and administrators. Seven variables were identified that were common to all settings and independent of grade level or disability category. Most of these served also to enhance the shared experience of all students in the science classes. Implications for mainstreaming and for science education are discussed. |
| Nama Pengarang | : | Andrea A. Lash, Sandra L. KirkPatrick |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 813-843 |
| Abstraksi Narasi | : | This study examines how teachers teach when transfer students enter their classrooms during the school year. Eight Schools participated, who from each of four community types: agricultural, military, urban, and stable. According to the teachers, transfer students experience learning problems because schools use different curricula and new students miss instruction while adjusting. However, these beliefs about the impact of transfer did not predict strategies teachers used to identify and address educational needs of transfer students. Most teachers outside agricultural communities planned their teaching as if their entire class remained with them from September to June even though as many as 50% of their students would transfer schools. The inconsistency of teacher beliefs and strategies may be due to teacher goals for integrating new students into classwork, to the limits teachers set to their responsibility for transfer students` education, and to an assumption of population stability that underlies the educational system. |
| Nama Pengarang | : | Barry J. Zimmerrnan, Albert Bandura |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 845-862 |
| Abstraksi Narasi | : | The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students` verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards and perceived academic self- satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainment both directly and through its impact on personal goal setting. These paths of influence were interpreted in terms of a social cognitive theory of academic self- regulation. |
| Nama Pengarang | : | Melissa Roderick |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 729-759 |
| Abstraksi Narasi | : | High dropout rates among students who repeated grades are often cited as evidence that grade retention is harmful. This article uses event history analysis to explore whether and how a grade retention influenced graduation outcomes among one cohort of youths from an urban school system. Repeating a grade from kindergarten to sixth grade was associated with a substantial increase in the odds of dropping out even after controlling for differences in background and postretention grades and attendance. This article explores whether grade retention may influence school dropout because it makes students overage for grade. Students who ended sixth grade overage for grade experienced substantial disengagement during middle school; nearly one quarter dropped out, and those who remained had significant declines in attendance. I find that the impact of being overage for grade during adolescence may explain a large proportion of the higher droppout rates among retained youths. |
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