| Nama Pengarang | : | Barry J. Zimmerman, Albert Bandura, Manuel Martinez-pons |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 663-676 |
| Abstraksi Narasi | : | The causal role of students` self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students` self-efficacy and personal goals at the beginning of the semester served as predictors of students` final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students` final grades in social studies, R = . 56. Students` beliefs in their effifacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students` prior grades were predictive of their parents` grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation. |
| Nama Pengarang | : | Concha Delgado-Gaitan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 495-513 |
| Abstraksi Narasi | : | This study describes family interaction, depicting home socialization around education issues in six families in a California community. Departing from the deficit hypothesis applied to Mexican-American families, I assert that the strengths of the family, as portrayed in the tradition of social science theory, have important relevance to education. A close-range examination of the home interactional environment revealed three significant components leading to an understanding of the strengths of the family. These components were physical resources, emotional climate, and interpersonal interactions. Physical resources available to the parents extended beyond space, time, and disciplinary boundaries in the home. The parents` social linkages outside the home served to facilitate an exchange of information about children`s schooling issues. Parents provided children with the emotional support that encouraged them to value education. The common thread with all parents was that they cared obout their children`s education. However, the ways in which they exercised their roles varied, especially in reference to parent-child interactions involving homework, which were directly related to parents` culturalknowledge about school. |
| Nama Pengarang | : | Elfrieda H. Hiebert, Jacilyn M. Colt, Sharon L. Catto, Ellen C. Gury |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 545-572 |
| Abstraksi Narasi | : | Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students` literacy. Three perspectives on students` end-of-the-year reading and writing performances showed that (a) the majority of project students could read a primer text or higher fluently; (b) students in the restructured Chapter 1 program had significantly higher performances than students in the district`s regular Chapter 1 program; and (c) students in the restructured Chapter 1 who had begun first grade with significantly lower readiness scores than all groups of classmates were performing comparable to students in the middle of the class. The discussion raises questions about sustenance of student growth and teacher practices and proposes directions for Chapter 1. |
| Nama Pengarang | : | Thomas S. Weisner, Helen Garnier |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 605-632 |
| Abstraksi Narasi | : | The life-styles of countercultural, nonconventional families have potential risks as well as benefits for children`s school achievement. The effects on children`s school achievement of nonconventional family organization, parents` values and commitment to their family life-style, and family stability were examined in a 12-year longitudinal study of 146 nonconventional families and a comparison group of 43 stable, two-parent conventional families. In spite of considerable instability and other potential risk conditions in nonconventional families` lives (single parent or unmarried couple status, frequent change, stigma, low incomes, and others), most of their children do as well or better in school than a comparison group of conventional families. These effects were still present after adjusting for child WISC-R, gender, and family SES. Those children doing best in school come from families who have a stronger commitment to their nonconventional family life-style while those doing less well have families with a lower commitment. Children in single parent families had grades similar to those of children in two-parent families. family stability-regardless of the form of the family (single parent or couple)-also was associated with higher grades. Strong commitment to meaningful values regarding the importance of one`s family life-style can protect children againts some of the risks that were a part of many countercultural family`s lives. |
| Nama Pengarang | : | Kenneth R. Howe |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 455-470 |
| Abstraksi Narasi | : | Liberal political theory in general, as well as liberal educational theory in particular, has been largely silent on the challenge posed by multiculturalism. This lacuna results from the tendency to conflate ``cultural`` and ``political`` communities and to conceive of equality exclusively in terms of the latter. The result is that equality of educational opportunity is potentially rendered a sham for cultural minorities insofar as they are required to confront educational ideals and practices that are ``culturally encumbered`` in a way that reflects only the values and interest of the dominant social group. This article argues that ``progressive`` liberal educational theory can satisfactorily respond to the challenge posed by multicultural education when concepts such as ``freedom`` and ``opportunity`` are properly analyzed and when the demand to promote self-respect among citizens is taken seriously. |
| Nama Pengarang | : | Paul Cobb, Terry Wood, Erna yackel, Betsy McNeal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 573-604 |
| Abstraksi Narasi | : | In this paper, we attempt to clarify what it means to teach mathematics for understanding and to learn mathematics with understanding. To this end, we present an interactional analysis of transcribed video recordings of two lessons that occured in different elementary school classrooms. The lessons, which are representative of a much larger data corpus, were selected because both focus on place value numeration and involve the use of similar manipulative materials. The analysis draws on Much and Shewder`s (1978) identification of five qualitatively distinct types of classroom norms and pays particular attention to the mathematical explanations and justifications that occured during the lessons. In one classroom, the teacher and students appeared consistenly to constitute mathematics as the activity of following procedural instructions in the course of their moment by moment interactions. The analysis of the other classroom indicated that the teacher and students constituted mathematical truths as they coconstructed a mathematical reality populated by experientially real, manipulable yet abstract mathematical objects. these and other differences between mathematical activity in the two classrooms characterize two distinct classroom mathematics traditions, one in which mathematics was learned with what is typically called understanding and the other in which it was not. |
| Nama Pengarang | : | Beth Harry |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 471-494 |
| Abstraksi Narasi | : | This article uses a subset of data from an ethnographic study to address the challenge of parent-professional interaction in a cross-cultural context. Participants in the study were 12 Spanish-speaking, Puerto Rican-American families from low-income backgrounds whose children were classified as learning disabled or midly mentally retarded. Parent`s views and experiences were sought through a recursive process of ethnographic interviewing, review of students` documents, and participan observation of parent-professional conferences and community events. The data revealed that inadequate provision of information regarding the meaning of various events, as well as the school district`s reliance upon formalized, written communication, led to mistrust and withdrawal on the part of parents. A habitual deference to authority, however, tended to disguise parents` real opinions. The data also showed that changes being implemented in the school district were beginning to have a beneficial effect on parent-professional relationships and to result in exemplary parent conferences. The discussion emphasizes that the structure of parent-professional interaction reflects the hierarchical values and the categorical framing of the concept of disability inherent in the Individuals with Disabilities Education Act. Illustrations from exemplary conferences are used to show how parent participation can be restructured to ensure inclusion of culturally different parents. |
| Nama Pengarang | : | Margaret G. McKeown, Isabel L. Beck, Sinatra, Gale M. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 633-661 |
| Abstraksi Narasi | : | This study investigated young students` conceptions of their country`s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students` conceptions of their country`s government as focused on its structure with limited understanding of its philosophical or historical roots. Additionally, students tended to view their own system as positive and focused on negative features of other systems in drawing comparisons. Longitudinally, students` conceptions tended to show more consistency than growth. The discussion explores the content emphasis in traditional instruction and its effect on students` understandings of the foundations of their country`s government and emphasizes the importance of the teacher`s role in fostering development of students` nascent understandings of complex content in social studies. |
| Nama Pengarang | : | Larry Cuban |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 227-251 |
| Abstraksi Narasi | : | This case study of the origins and developement of junior high schools offers an answer to the question: What happens to reforms that get institutionalized? The history of junior high scholls reveals that their design as a fundamental change in American schooling was, over time, down-sized and revised to become a modest addition to the high school. A latter-day effort to correct the flaws of junior highs through the middle school movement shows little change over the original design. This shrinking of aspirations and adaptation of the reform to the existing social architecture of schooling as it survives is the major finding of this study. Explanations for this phenomenon are found in institutional theories of organization. |
| Nama Pengarang | : | Maxine Seaborn Thompson, Doris R. Entwisle, Karl L. Alexander, M. Jane Sundius |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-424 |
| Abstraksi Narasi | : | This article examines how parent configuration (two-parent, mother-extended, or solo-mother) and number of siblings affect first graders` conformity to the student role as measured by their absences, latenesses, and conduct marks. The article builds on earlier studies by examining the different living arrangements of single parents and by directly comparing compliance indicators for African-American and White children when socioeconomic status, parents` expectations, mother`s age, and kindergarten attendence are taken into account for both. African-American children with more sibs are more often absent or late. Both White and African-American children with sibs get better marks in conduct at the beginning of first grade. Also, both White and African-american children from two-parent families improve their conduct over first grade more than do their counterparts from solo-mother homes. However, only African Americans from mother-extended homes, not White children from mother-extended homes, improve in conduct over the year. Since two-parent homes generally contain more sibs, sib effects in prior research may have inflated positive effects on schooling attributed to two-parent family arrangements. |
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