| Nama Pengarang | : | Don R. Morris |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 497-514 |
| Abstraksi Narasi | : | Aggregate data on grade-retention rates in 1 st through 12th grades, from 12 American states for the year 1979-80, and 11 for 1985-86, were examined for across-grade patterns. The results were as follows: (a) The pattern of the rate magnitude distribution in the first six grades strongly suggests a negative growth exponential function as the target population of potential retainees is "depleted" across the grades; (b) the retention rate magnitudes show a pronounced tendency to peak at the beginning of each level of schooling (elementary, middle or junior high, high school); (c) shifts in the magnitude of the peaks following the change from a junior high to a middle school configuration support the preceding finding; and (d) both logically and empirically, a rather simple mathematical model fits the patterns quite well. |
| Nama Pengarang | : | Stephen W. Raudenbush, Brian Rowan, Yuk Fai Cheong |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 523-553 |
| Abstraksi Narasi | : | We consider three explanations for variation in emphasis on teaching for higher order thingking in U.S. secondary classrooms: (a) current conceptions of learning encourage pursuit of higher order objectives primarily for high-track students in advanced courses; (b) many teachers lack adequate preparation to teach for higher order thinking; and (c) organizational norms discourage pursuit of higher order objectives. We asked secondary teachers in 16 schools to identify their instructional goals for each of their classes and constructed scales to capture higher order emphasis in math, science, social studies, and English. A three-level hierarchical regression analysis revealed powerful effects of track on higher order objectives in all disciplines, especially math and science. Effects of teacher preparation and organizational norms were manifest in English and social studies, but not in math or science. Differentiation of instructional objectives based on academic track is apparently deeply institutionalized, particularly in math and science. |
| Nama Pengarang | : | Inez Rovegno |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 611-642 |
| Abstraksi Narasi | : | This article describes aspects of physical education teacher education (PETE) that 12 participants reported were instrumental in the development of understanding of and commitment to a movement approach. The movement approach was a constructivist and developmental approach that was discrepant from the participants` prior knowledge of curriculum. Based on in-depth interviews, observations of teaching and coursework, and documents, 12 case studies were prepared. Students` understanding and commitment developed through a critique of K-12 experiances, learnings to read the political text of their subject matter, confronting negative stereotypes of physical educators, understanding the movement approach as a program that they could be proud of, feeling part of a bigger collective mission to bring better physical education to children, and learning through practical experiences. Coursework gave students a broader context for interpreting field experiences and served as a catalyst for the power of learning through doing, whereas learning through doing instantiated and integrated theory learned at the university. |
| Nama Pengarang | : | Dona M. Kagan, Maiy Beth Dennis, Mary Igou, Polly Moore, Karen Sparks |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 426-443 |
| Abstraksi Narasi | : | This article represents an attempt to examine the effects of a staff development program on the professional lives of four elementary teachers who participated in it. The program under study is the Teacher in Residence (TIR) partnership at the University of Albama, which brings experienced elementary teachers to the college of education for 2-year terms, during which the teachers function as adjunct faculty. Four TIRs were interviewed for this article: two who are currently serving their residencies at the university and two who completed theirs and have returned to their elementary classrooms. Their stories suggest that the TIR program is not a chance for experienced teachers to learn radically new things but a chance to clarify what they have always known and believed about their craft. It also appears to be an opportunity for teachers to redefine themselves as competent adults and knowledgeable professionals. Residency at the university was not a stepping-stone to an administrative position or a career in higher education but a recommitment to the role of career teacher. We draw implications for school-university partnerships aimed at enhancing teachers` professional lives. |
| Nama Pengarang | : | Peter Seixas |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 305-324 |
| Abstraksi Narasi | : | Science, social science, literary studies, philosophy, and history have all encountered challenges to the notion of ``objectivity`` in the wake of the Kuhnian revolution. These challenges, which problematize knowledge itself, have revived interest in the pragmatist notion of knowledge based in a community of inquiry. The related social constructivist recasting of curriculum thought in the past 15 years has been based not so much on the revision in the epistemology of the subject disciplines as in developments in learning theory and psychology. Using the discipline of history as a case study, this paper compares the scholarly community of inquiry with the community of inquiry in the classroom and examines the role of the teacher in negotiating the knowledge generated in each. |
| Nama Pengarang | : | Clark A. Chinn, Martha A. Waggoner, Richard C. Anderson, Marlene Schommer, Ian A. G. Wilkinson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 361-392 |
| Abstraksi Narasi | : | A microanalysis was completed of 3,003 oral reading error episodes during 72 small-group reading lessons involving 116 students in three second-grade and three third-grade classrooms. Factors were investigated that influenced (a) oral reading errors made by readers, (b) the readers` reactions to their own errors, and (c) the teachers` feedback following errors. Characteristics of errors were influenced by such factors as the individual reader`s comprehension ability, the difficulty of the text, and teacher rates of feedback. Readers` reactions were generally influenced by the same set of factors, together with the characteristics of the errors themselves. The patterns of teachers` feedback suggested that they were judggling several goals: maintaining pace, preserving meaning, and helping students who were having difficulty with decoding. One way in which teachers appeared to reach a compromise among these aims was to employ stereotyped feedback routines. The results support the idea that the actions of students and teachers during error episodes are situated in social contexts, emerging in response to a dynamic interplay of factors that converge at particular moments. |
| Nama Pengarang | : | Kenneth A. Strike |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 255-275 |
| Abstraksi Narasi | : | This paper examines two normative interpretations, professionalism and democracy, for recent work that argues againts bureaucratic control of schooling and in favor of such reforms as decentralized management, a team approach to school operation, and more autonomy for teachers. It argues that a democratic conception is both distinguishable from and preferable to a conception of teachers as professionals. However, this view can only be sustained by an understanding of democracy that emphasizes discursive decision making in lokal educational communities and deemphasizes the location of political sovereignty in legislative bodies. |
| Nama Pengarang | : | James Hiebert, Diana Wearne |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 393-425 |
| Abstraksi Narasi | : | To investigate relationships between teaching and learning mathematics, the six second-grade classrooms in one school were observed regularly during the 12 weeks of instruction on place value and multidigit addition and subtraction. Two classrooms implemented an alternative to the more conventional textbook approach. The alternative approach emphasized constructing relationships between place value and computation strategies rather than practicing prescribed procedures. Students were assessed at the beginning and the end of the year on place value understanding, routine computation, and novel computation. Students in the alternative classrooms, compared with their more traditionally taught peers, received fewer problems and spent more time witheach problem, were asked more questions requesting them to describe and explain alternative strategies, talked more using longer responses, and showed higher levels of performance or gained more by the end of the year on most types of items. The results suggest that relationships between teaching and learning are a function of the instructional environment; different relationships emerged in the alternative classrooms than those that have been reported for more traditional classrooms. |
| Nama Pengarang | : | George D. Kuh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 277-304 |
| Abstraksi Narasi | : | In most college impact models, student and institutional characteristics have substantial effects on student learning (Pascarella & Terenzini, 1991). The purpose of this study was to discover the impact of out-of-class experiences on outcomes of college attendence considered important by students. From interviews with 149 seniors at 12 colleges and universities, 14 categories subsequently were reduced to five outcome domains: Personal Competence, Cognitive complexity, Knowledge and Academic Skills, Practical Competence, and Altruism and Estheticism. Contrary to the literature on college impact, student background characteristics were not related to differences in outcomes; however, students attending small, private colleges with liberal arts missions more frequently reported changes in Cognitive Complexity, Knowledge and Academic skills, and Altruism and Estheticism. |
| Nama Pengarang | : | Thomas L. Good, DeWayne A. Mason |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 328-360 |
| Abstraksi Narasi | : | The effects of two models of active teaching and active learning on the mathematics achievement of 1,736 fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversity through fixed within-class ability groups. Nine schools from a midwestern district were matched and randomly assigned to treatment conditions. Treatment teachers received three 90-minute workshops on an active teaching and active learning models consisting of 16 key instructional behaviors. Dependent variables consisted of computation, concepts, problem-solving, and mental classes scored significantly higher in mathematics computation than control-group students taught using within-class ability grouping. Observational data explaining these differential effects are presented and discussed. |
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