| Nama Pengarang | : | Bruce VanSledright, Jare Brophy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 837-859 |
| Abstraksi Narasi | : | Interviews with fourth graders who had not yet received systematic instruction in United States hisory revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that their accounts often mixed accurate information with naive conceptions and imaginative elaborations. This article provides examples of these historical accounts given by children at this beginning stage of learning about history and discusses them with reference to the work of Dickinson and Lee (1984) and Egan (1989). Also considered are issues involved in teaching history to elementary students and assessing their historical understandings. The discussion identifies both beneficial and problematic aspects of children`s reliance on imagination in constructing historical narratives. |
| Nama Pengarang | : | Jaipaul L. Roopnarine, Mohammad Ahmeduzzgimarn, Seanna Donnely, Preeti Gill |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 757-776 |
| Abstraksi Narasi | : | Social and cognitive modes of play were observed in two mixed-age classrooms of 3-and 4-year-olds, two classrooms of 3-year-olds, and two classrooms of 4-year-olds during the fall and again 6 months later in the spring. Observations were conducted during twelve 5-minute sessions at Times 1 and 2. Analysis revealed that there were significant age differences in the play behaviors of children in the same-age but not in the mixed-age classrooms. Three-year-olds in the two sets of classrooms differed on parallel-dramatic, cooperative-dramatic, solitary-manipulative, and cooperative-constructive play; 4-year-olds in the two classroom arrangements differed on solitary-dramatic, cooperative-dramatic, cooperative-constructive, and parallel-manipulative play. Few significant changes were observed in children`s play in either set of classrooms. There was greater gender segregation in same-age classrooms and little age segregation in mixed-age classrooms. The data are discussed with respect to early chilhood education practice. |
| Nama Pengarang | : | James G. Ladwig, M. Bruce King |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 695-714 |
| Abstraksi Narasi | : | Faced with the remarkable absence of thoughtfulness in U.S. classrooms, some proponents of school restructuring have argued that innovative organizational structures are needed to assist teachers in their efforts to improve the thoughtfulness of classroom practice. Building on previous studies of the general relationship between organizational features and the promotion of classroom thoughtfulness, this analysis presents an in-depth analysis of four secondary social studies departments that made structural changes in school organization while also placing an emphasis on promoting higher order thinking. The analysis suggests that although innovative organizational structures in and of themselves are generally not associated with higher levels of classroom thoughtfulness, innovative organizational structures, in specific contexts, have been positively assopciated with classroom thoughtfulness. Among the four departments studied here, certain organizational structures, when combined with clear curricular emphases, did appear to be associated with higher levels of classroom thoughtfulness. |
| Nama Pengarang | : | Jeffrey Roth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 683-694 |
| Abstraksi Narasi | : | The works of French philosopher-historian Michel Foucault (1962-1984) continue to influence discussions about what it means to be human across an astonishing variety of disciplines, known collectively as the human sciences. Foucault`s efforts to explicate the processes by which historical subjects come to be objects of scrutiny, knowledge, and control have begun to be replicated in education, a social institution he did not study directly. A recent book, Foucault and education: Disciplines and Knowledge, brings together nine essays by British, Canadian, Australian, and New Zealander academics who attempt to apply some of Foucault`s concepts and analytical procedures to school practices, past and present. The results are mixed. The problem is that Foucault`s ideas about the constitution of human subjects have been transferred alsmost exclusively as negative critique, emphasizing domination, silencing, and categorization. Examples are given of other writers who discren, in Foucault`s elaboration of the cognitive structures underlying specific historical periods, forms of social interaction that leave open the possibility of continually undoing and redoing limits and boundaries. Thus, to follow Foucault`s lead in investigating pedagogical practices and institutions is to risk embracing a state of perceptual uncertainty about the fabrication of knowledge and power. |
| Nama Pengarang | : | Susan Harter, Nancy Rumbaugh whitesell, patricia Kowalski |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 777-807 |
| Abstraksi Narasi | : | We conducted two studies to examine the effects of changing educational environments on children`s academic self-concepts and motivation. In the first study, we examined the effects of transitions to a new grade or a new school on children`s perceptions of their scholastic competence, their motivational orientation, and their anxiety and general affect about school performance. Four groups of children were examined longitudinally as they made the transition to a new grade, some changing schools and some remaining in the same school: (a) fifth to sixth grade, same school; (b) fifth to sixth grade, new school; (c) sixth to seventh grade, same school; and (d) sixth to seventh grade, new school. We hypothesized that many students would reevaluate their scholastic competence after a transition, given new social comparison groups and the possible increased emphasis on grades and competence evaluation in higher grades. Resultant changes in perceived competence, in turn, should impact motivational orientation, anxiety, and affect. As we predicted, we found changes in perceived competence across the transition to be related to changes in motivation and to school-related affect and anxiety after the transition. In the second study, we examined whether the hypothesized grade-related changes in the educational environment were actually experienced by children. The large majority of middle school students in our sample did report an increasing emphasis on grades, competition, and performance evaluation with each new grade, fostering greater focus on their own competence. These children reported relatively more extrinsic motivational orientation and higher levels of scholastic anxiety and viewed academic success as more important than did their peers, who rated the environment to be less performance focused. Children`s affective reactions to their academic performance were also related to both their perceptions of competence and their motivational orientations. Overall, our findings suggest that changing emphases in the educational environment, of which children seem to be well aware, have complicated academic outcomes, depending on the individual resources children bring with them into the school environment. |
| Nama Pengarang | : | Marilyn Kourilsky, Merlin C. Wittrock |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 861-876 |
| Abstraksi Narasi | : | The purpose of this study was to increase the learning of economics among lower socioeconomic level public high school students by teaching them to use generative comprehension procedures in their economics classes` cooperative learning groups. In randomly assigned two-treatment design, it was predicted and found that generative learning procedures in cooperative learning classes increased (p< .0001) the learning of economics by sizable amounts compared with a control procedure that used only cooperative learning methods and that produced smaller increases. Students` confidence in the correctness of their answers increased (p< .0001), and the level of misinformation decreased (p< .0001) as a result of generative teaching procedures. These facilitative effects of generative teaching occured for both males and females. |
| Nama Pengarang | : | Renee Clift, Marlene Johnson, Patricia Holland, Mary Lou Veal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 877-908 |
| Abstraksi Narasi | : | Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entilled ``Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings. ``Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic changes in role definition were documented, a general progression from ambiguity to consensus on the value of teacher participation in school-wide decision making was noted across all five schools. Rate and character of change were affected by district policies, administrative support within each building, and negotiations with the university team. |
| Nama Pengarang | : | Helen L. Hamington, James W. Garrison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 715-735 |
| Abstraksi Narasi | : | Increasingly, case-based pedagogy is being advocated as an effective method for preparing preservice teachers for the context complexity of classrooms. The specific foci for cases, in both their construction and implementation, are viewed in a variety of ways. In this paper, we propose a dialogical model for connecting theory to practice by conceiving of cases as problems that initiate shared inquiry. Shared inquiry, dialogue, provides us with opportunities to acknowledge and address the theory and value-ladenness of experience; doing so allows us to transcend the limitations of our own experience and to generate better solutions for all of the students in our care. |
| Nama Pengarang | : | Gary M. Crow, Linda Levine, Nancy Nager |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 737-753 |
| Abstraksi Narasi | : | This paper, coauthored by an anthropologist, a psychologist, and a sociologist, presents reflections on conducting a collaborative and interdisciplinary in-house study of students who left other occupations for teaching. Data for this account include two jointly constructed interview protocols, memos to students and other faculty members, and field notes taken by all three investigators as participant observers in a variety of contexts at the field site. We describe and analyze four dimensions of our qualitative mode of inquiry: initiation of the internal interdisciplinary collaboration, external collaboration with faculty advisors, external collaboration with students, and internal collaboration in the construction of the research narrative. The paper concludes with observations and recommendations on what facilitates and constrains the successful conduct of collaborative interdisciplinary research. |
| Nama Pengarang | : | Claude Goldenberg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 517-544 |
| Abstraksi Narasi | : | Two first-grade Hispanic girls in the same classroom were studied for a year by means of qualitative and naturalistic methods. Paradoxically, the child for whom the teacher held low expectancies did extremely well in her reading achievement; in contrast, the child for whom the teacher held high expectancies did poorly. These paradoxical ``effects`` are understandable if we consider what the teacher thought and did in a broader context, that is, her overall view of each child and her assessment of what was educationally necessary and appropriate for each. These case studies are used to point out the limits of the classic expectancy theory and to argue for aless reductionistc framework and methodology in studying teacher expectancies. The cases are also used to argue that what a teacher expects matters less for a child`s achievement than what a teacher does. |
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