| Nama Pengarang | : | John Smyth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-300 |
| Abstraksi Narasi | : | There has been a plethora of material written in recent times on reflective approaches to teaching and teacher education, but a dearth of material that looks behind these studies or asks why these reflective approaches are enjoying such popularity. This article tackles what has really become a major policy issue in the literature in four ways. First, it argues that the rhetoric of devolution and practitioner forms of knowledge may not be entirely altruistic and that such calls are occuring in contexts that display significant moves to bolster central control. Second, it proposes that this apparent contradiction is only explainable when we look at wider structural adjustments occuring in Western capitalist systems. Third, it argues that reflective practices, far from being emancipatory for teachers, entrap them within the New Right ideology of radical interventionism. Finally, the article concludes by describing what a more socially, culturally, and politically reflective approach to teaching might look like. |
| Nama Pengarang | : | Linda Hunsaker, Marilyn Johnston |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 350-372 |
| Abstraksi Narasi | : | This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration promoted by a master`s program and research project. Atypical forms of writing are used in order to reflect the perspectives of both the teacher and researcher and to represent the historical phases of their collaboration. |
| Nama Pengarang | : | Mark A. Constas |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-266 |
| Abstraksi Narasi | : | Although the use of qualitative methods has increased greatly in popularity, many still question the defensibility of the qualitative orientation. It is argued here that questions concerning the credibility and status of qualitative inquiry are related to the privatization of qualitative analysis. The particular area of qualitative analysis I focus on is the process of category development. It is my argument that qualitative researchers must make all aspects of their analysis open to public inspection. In order to achieve this objective, I propose a two-dimensional model designed to facilitate the documentation of procedures used to generate categories. The domain representing the first dimension specifies the various components or actions associated with the development of categories. The second domain addresses the temporal aspects of category development. The intersection of these two analytical domains forms a two-dimensional table that may be used to document the nature of the analytical actions employed in a given study. An empirical example is presented with the intention of illustrating the utility to the approach. The implications of this approach, and some possible criticism , are considered. |
| Nama Pengarang | : | Diane Holt-Reynolds |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 325-349 |
| Abstraksi Narasi | : | This study explores the relationship between the personal history-based beliefs preservice teachers brought to their study of teaching and the principles of reading, writting, and discussing to learn that one professor advocated. This analysis represents an effort to look closely at how preservice teachers use the knowledge they bring with them from their lives as students to make decisions while engaged in course work about the value of ideas they hear there. This study documents (a) the lay theories and beliefs that participants had developed out of their personal history-based experiences, (b) the decisions that participants made about the potential value of the principles of good instruction encountered as part of their course work, and (c) the relationship between their personal history-based beliefs and those decisions as explained by each preservice teacher. |
| Nama Pengarang | : | Sandra Hollingsworth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 373-404 |
| Abstraksi Narasi | : | As part of a longitudinal research project on learning to teach literacy and as a personal quest to make her work as a teacher educator more supportive, this researcher arranged an ongoing conversation for members of three cohorts of preservice and beginning elementary teachers. The conversation was prompted by an interest in beginning teachers` critical responses to the personal support for learning to teach that they receive from their teacher education programs. From the social, collaborative, and nonevaluative conversations, personally and contextually relevant issues in learning to teach emerged, as did the processes of identifying and understanding them. The result was not only a clarificationof important relational and political issues that seem prerequisite to issues of academic learning, but also the emergence of a feminist consciousness-in both teachers and researchers. The method of studying the group`s learning, then, became an example of feminist praxis: a willingness to risk and examine personel experiences as women and to be changed by the research process itself. The value of this conversational approach for learning to teach in urban settings becomes clear in the narrative. |
| Nama Pengarang | : | Don Hossler, Frances K. Stage |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 425-451 |
| Abstraksi Narasi | : | The objectives of this study were to review the current literature on status attainment and student college choice and to develop and test a structural model of predisposition to attend college.Family and student background characteristics, parents` educational expectations for students, level of student involvement in school, and student achievement were cited as influences on students` predisposition toward postsecondary education and were the chief components of the model. Data from 2,497 ninth-grade students and their parents were used to test the model using LISREL. Parents` expectations exerted the strongest influence throughout the model. Parents` education, student gender, high school GPA, and high school experiences also contributed significantly in explaining students` aspirations. |
| Nama Pengarang | : | Alison King |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 303-323 |
| Abstraksi Narasi | : | Underprepared college students in three conditions viewed a lecture, took notes, and then engaged in their respective study strategies. Those trained in questioning generated (and answered) their own questions based on the lecture, those trained in summarizing wrote original summaries of the lecture, and those in an untrained control group simply reviewed their lecture notes. At immediate testing, summarizers recalled more of the lecture content than did self-questioners, who in turn outperformed notetaking-reviewers. On a retention test of lecture content one week later, the self-questioners performed somewhat better than the summarizers and significantly better than the notetaking-review students. Use of these generative study strategies appears to embance learning from lectures by improving encoding both during the lecture and following the lecture; and for long-term retention of lecture material, self-questioning may be a more effective study strategy than summarizing. |
| Nama Pengarang | : | Ellen M. Tomchin, James C. Impara |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-223 |
| Abstraksi Narasi | : | A multimethod approach was used to examine teachers` beliefs about retention in grades K-7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable school practice that prevents students from facing daily failure and motivates them to work harder. Factors including academic performance, maturity, ability, gender, and age influence retention decisions, but the importance of factors differs among teachers. Teachers agreed that retention was not harmfull in grades K-3, but they disagreed about the impact on students in grades 4-7 . Teachers of grades 4-7 were less likely to retain students and less likely to agree about which characteristics warrant retention. Interviews suggested that teachers` beliefs about their roles and responsibilities in student success were critical in retention decisions. |
| Nama Pengarang | : | Gary Wehlage, Gregory Smith, Pauline Lipman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-93 |
| Abstraksi Narasi | : | The Annie E. Casey Foundation`s New Futures Initiative is an effort to increase the life chances of disadvantaged youth by promoting institutional change in the schools and other youth-serving agencies in several medium-sized communities. The research reported here was conducted over the first three years of the five-year initiative and focuses only on the educational portion of New Futures. The findings are not conclusions about the effectiveness of New Futures, but rather they offer a mid-point assessment of attempts at restructuring a set of targeted schools to better serve at-risk students. In general, it was found that educational initiatives have not yet stimulated the restructuring of these schools. For the most part, interventions were supplemental and left the basic activities and practices of schools unaltered. Little change could be found in the social relations between educators and students; curriculum and instruction left students unengaged in serious academic work ; new roles for teachers and administrators largely failed to materialize; and schools were unable to find ways of collaborating with other institutions, both public and private, to strengthen their educational resources. Despite these disappointing findings, New Futures has succeeded in bringing together most of the major stakeholders concerned with youth in each community. Important dialogue has developed, and the inadequacies of the first set of interventions appear to have stimulated a reconsideration of how to change schools to make them substantially more effective. Finally, the need for a policy-making collaborative responsive to the problems of youth has been recognized. |
| Nama Pengarang | : | Viliam B. Thomas, Kevin J. Moran |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-50 |
| Abstraksi Narasi | : | Raymond E. Callaban`s Education and the Cult of Efficiency advanced the widely accepted notion about superintendents being extremely vulnerable to myriad pressures and criticisms of various special interest groups. To test this vulnerability thesis, we followed the career path of a single school executive in three cities between 1914-1922. As an active and long-time influential member of Department of Superintendence of the National Education Association, Ernest Clark Hartwell typified a stalwart, modern-day, career-bound superintended who consistenly controlled school affairs during his administration. More than merely surviving as a school executive, be built and educational empire by aligning himself with managerial elites and fellow career-bound superintendents. In our study of this first-generation progressive, we show how we won the right to dominate the affairs of schools, systematically applied a business ethos to his work, adopted antilabor practices to dash militant teachers` hopes for democratic control, and enlarged a state-sanctioned school bureaucracy to shield himself from public criticism in different institutional settings. |
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