| Nama Pengarang | : | Herbert W. Marsh, Lawrence Roche |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-251 |
| Abstraksi Narasi | : | The present investigation evaluates the effectiveness of students` evaluations of teaching effectiveness (SETs) as a means for enhancing university teaching. We emphasize the multidimensionality of SETs, an Australian version of the Students` Evaluations of Educational Quality (Marsh, 1987) instrument (ASEEQ), and Wilson`s (1986) feedback/consultation intervention. All teachers (N=92) completed self-evaluation surveys and were evaluated by students at the middle of Semester 1 and at the ends of Semester 1 and 2. Three randomly assigned groups received the feedback/consultation intervention at midterm of Semester 1 (MT), at the end of Semester 1 (ET), or received no intervention (control). Each MT and ET teacher ``targeted`` specific ASEEQ dimensions that were the focus of his or her individually structured intervention. The ratings for all groups improved over time, but only ratings for the ET group improved significantly more than those in the control group. For both ET and MT groups, targeted dimensions improved more than nontargeted dimensions. The results suggest that SET feedback coupled with consultation is an effective means to improve teaching effectiveness, and the study provides one model for feedback/consultation. |
| Nama Pengarang | : | Bill J. Johnston |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-65 |
| Abstraksi Narasi | : | Attempts to respond to economic crisis associated with declining competitiveness and productivity have driven the development of educational reform during the 1980s. Meliorative strategies have centered on human capital development of the labor force. Review of industrial, occupational, and organizational restructuring reveals, however, that general attributes of the labor force have little direct influence on economic outcomes. The primary difficulty is one of structural and ideological discontinuity associated with transformation to a service-based society. School policy development is thus located within the broader arena of cultural politics, in which the power to define the meaning of social event is at stake. Emerging school policy needs to place examination of structures of accumulation and legitimation at the center of curricular and pedagogical reform and to prepare all students to participate in the social reconstruction of th social and economic life-world. |
| Nama Pengarang | : | Anne L. Hafner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 71-94 |
| Abstraksi Narasi | : | The purpose of the study was to examine the influence of mathematics-specific teaching practices on class-level mathematics achievement. Five teaching-method scales were generated from the Second International Mathematics Study (SIMS) teacher survey data and examined in relation to eight-grade class achievement in algebra, geometry, and fractions, and achievement on items of low, medium, and high complexity. Major findings indicate that classes with high-socioeconomic-status (SES) and high-ability students tend to receive teaching practices that focus on ``show and tell`` and ``inference`` activities, practices that predict high opportunity to learn (OTL) and high achievement. Further , regression analyses show that after controlling for prior class achievement, SES, class type, and OTL, ``show and tell`` practices predict achievement on medium to difficult complexity items, and ``inference`` activities predict geometry achievement and achievement on highly complex items. ``Comparison, `` ``eclectic,`` and ``abstract`` practices generally predict low achievement. Teaching-scale scores have a much greater influence on complexity-level (process) outcomes than on content outcomes. Research evidence and current thinking that holds that specific teaching practices are unrelated to achievement may be premature because they were based on the use of limited outcome measures. Process outcomes that measure level of performance may provide more guidance than content outcomes on the development of research models for mathematics teaching and learning. |
| Nama Pengarang | : | Nancy A. Madden, Robert E. Slavin, Nancy L. Karweit, Lawrence J. Dolan, Barbara A. Wasik |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-148 |
| Abstraksi Narasi | : | This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based presschool and kindergaten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. A total of five Baltimore schools were studied over a period of 3 years (four schools) or 4 years( one school). Comparisons with matched students in matched schools indicated strong positive effects on most individually administered reading measures in most schools for students who have been in the program since first grade. Retentions in grade were also substantially reduced, and attendance increased over time. |
| Nama Pengarang | : | David H. Monk, Emil J. Haller |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-21 |
| Abstraksi Narasi | : | Relationships between high school structural characteristics and curricular offerings are examined in this study using survey data from High School and Beyond. Emphasis is placed on the role played by high school size. The study`s central thesis is that the effects of school size on the curriculum will vary depending on subject area, the character of the course being offered (e.g.,advanced versus remedial), and the setting in which the school is located. The influence of other structural features, most notably socioeconomic status (SES), unionization, urban location, and grade configuration, are also examined. Findings are consistent with hig schools. The findings have implications for assessments of equality of educational opportunity as well as for the renewed debate over optimal high school size. |
| Nama Pengarang | : | George W. Noblit |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-38 |
| Abstraksi Narasi | : | Caring with respect to teachers and students is usually defined as a reciprocal relationship. The power of the teacher is not always apparent in this definition. This article examines how power, in the caring perspective, can be seen as moral authority. The ethnographic study reported here examines the classroom of a traditional teacher-centered teacher and the way she constructed caring using her power. Her construction implies a critique of our usual ways of thinking about power. Because in this ethnography the researcher was part of the social scene of the classroom and was dramatically affected by the study, this article is written in the ``I-witnessing`` or ``confessional`` genre. |
| Nama Pengarang | : | Denise C. Gottfredson, Gary D. Gottfredson, Lois G. Hybl |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 179-215 |
| Abstraksi Narasi | : | A 3-year study in eight middle schools tested a program to improve adolescent conduct. The program sought to increase clarity of school rules and consistency of rule enforcement, improve classroom organization and management, increase the frequency of communication with the home regarding student behavior, and increase reinforcement of appropriate behavior. An organization development approach provided a context to achieve strong implementation by increasing communication, collaboration, and planning at the school level. The strength and fidelity of implementation differed across schools. In schools in which the program was well-implemented student conduct improved significantly. |
| Nama Pengarang | : | Susan B. Neuman, Kathy Roskos |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 95-122 |
| Abstraksi Narasi | : | This study examined the effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks for 177 minority preschoolers reared in poverty. Eight Head Start classrooms were assigned to one of three conditions: (a) a literacy-enriched generic ``office`` play setting with an adult (referred to as ``parent-teacher``) encouraged to actively assist children in learning about literacy; (b) a literacy-enriched office play setting with a parent-teacher asked to monitor the children in their literacy play, without direct intervention; and (c) a nonintervention group. Prior to, during, and following the 5-month intervention, the frequency of each child`s handling, reading, and writing of environmental and functional print was assessed through direct observation. Videotaped samples of the office play setting, collected weekly throughout the study, examined children`s uses of print and functional items and their interactions with peers and parent-teachers. Following the intervention, each child was administered environmental and functional print tasks. Results indicated that although no differences were found for children`s understanding of the functions of print items, parent-teachers` active engagement with children in the office setting significantly influenced their ability to read environmental print and label functional items. Qualitative analyses further detailed activities and strategies used in representative play frames. These findings suggest that audult interaction in literacy-enriched play settings may represent an important opportunity for assisting minority children who live in poverty to think, speak, and behave in literate ways. |
| Nama Pengarang | : | Fuchs, Lynn S., Fuchs, Douglas , Pamela Fernstrom |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 149-177 |
| Abstraksi Narasi | : | There is strong disagreement about where to educate the majority of children with disabilities-in special or regular education settings. Although most agree that some special-needs students require separate instruction for at least part of the school day, Federal law requires educators to prepare these students for an eventual return to the mainstream. Our study`s purpose was to implement and validate a process for readying students to transition successfully from special education resource rooms to regular cassrooms for math instruction. Preparation included use of curriculum-based measurement and transenvironmental programming. Forty-two students with mild disabilities were assigned to experimental and control groups. Math progress was measured by pre-versus posttreatment and ongoing curriculum-based achievement data, obtained in special and regular education settings, and by teacher reports. Findings indicated that experimental students substantially reduced time spent in special education math, whereas control students` time in special education math was unchanged. Experimantal students` pre-to posttreatment achievement was greater than that of controls and was similar to the progress of lowest-achieving nondissabled students in mainstream classes. Time-series analysis revealed, however, that experimental students` improved performance occured only in special education; once in the mainstream, their progress ceased. Implications for educational policy are discussed. |
| Nama Pengarang | : | Katharine Cutts Dougherty, Margaret Eisenhart, Paul Webley |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 809-835 |
| Abstraksi Narasi | : | We studied schoolboys aged 7, 10, 12, and 17 years from England and Argentina in an attempt to explore the ``social representations`` attached to an ``English`` or ``Argentine`` national identity. In both countries, such social representations were characterized by geographical, demographical,and ideological dimensions, with differential emphasis placed on each dimension by the Argentines relative to their English counterparts. These differences were then reflected in the way English and Argentines perceived the Falklands/malvinas conflict, as well as how they learned territorial concepts of their country. Our research was framed by social identity/social representation theory. The theory posits that individuals belong to many different social groups, and because they identify and categorize themselves in terms of a specific group, a ``social identity`` evolves. Beyond simple group membership, a social identify evokes a corresponding social representation that constain te beliefs, values, and ``fact`` about the group that are recognized by all those who identify with the group. When thinking in terms of a specific identity, the associated social representation serves to mediate and channel the content of what is learned, tht is, the meaning of the identity. When individuals categorize themselves as members of a particular country, a ``national identity`` is formed. This national identity, in turn, evokes an associated social representation that gives meanings, values, and beliefs to the national identity. When thinking in terms of a national identity, the associated shared social representation mediates the way subsequent knowledge is acquired about one`s country. Our findings suggest the potential of socially oriented theoretical frameworks for future research on political socialization. In particular, they point to the critcal role played by social identities and social representations in the acquisition of knowledge. |
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