| Nama Pengarang | : | Jeremy D. Finn, Deborah Cox |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 141-162 |
| Abstraksi Narasi | : | Pupil participation in elementary school classromms is essential for learning to occur, while nonparticipation in early grades can initiate a cycle that culminates in total withdrawal-dropping out-in later years. This study explores the nature of participation and nonparticipation among fourth-grade students. A sample of 1388 youngsters was rated by their teachers on a questionnaire assessing nonparticipatory behavior, minimal adequate effort, and initiative-taking behavior. Based on the ratings, three groups were formed: active participants, passive participants, and nonparticipating students. The groups were compared on demographic characteristics, attendance, achievement, and self-concept for the preceding 3 years. Participation groups were clearly distinct on the achievement measures since first grade, and they maintained those distinctions over time. It is concluded that youngsters who withdraw from participation in the classroom should be identified at the earliest possible time to attempt to avert the harmful effects that may ensue. |
| Nama Pengarang | : | Panayoa Mantzicopoulos, Delmont Morrison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 182-198 |
| Abstraksi Narasi | : | This study examined the impact of retention at kindergarten on academic achievement and behavior. Subjects were 53 children, retained at kindergarten, who were matched to a group of 53 promoted peers on demographic characteristics, a measure of school readiness, and preacademic achievement in reading and mathematics. The data were analyzed using both same-age and same-grade comparisons. Results indicated and academic advantage of the retained children during their second year in kindergarten. This advantage was not maintained past kindergarten. Although retained children demonstrated a decline in attention problems during their second year of kindergarten, they continued to perform below the norm for their school districts on academic achievement. The data in this report do not suggest that retention is an effective policy for the young at-risk child. |
| Nama Pengarang | : | Susan B. Neuman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 119-140 |
| Abstraksi Narasi | : | The purpose of this research was to investigate the influence of different media on children`s interpretations of stories. Two studies are reported that examine whether different inferencing strategies are elicited with different media presentations. Study 1 explored the inferencing strategies children use across text and video by asking 2 fifth graders to think aloud as they read and viewed episodes from two mystery stories. A qualitative analysis identified a range of inferencing strategies. Study 2 examined the extent to which 83 fifth-grade high and low achievers used these strategies and whether there were strategy differences across media presentations. High and low achievers were randomly selected to either read or watch brief episodes of stories and to report verbally on their predictions and thinking processes. Results indicated that there were no significant differences for medium or achievement; nor were there interaction effects. Rather, a similar pattern of inferencing strategies appeared to be employed by children in both print and video forms. These results suggest that the interpretive process may be similar across different media presentations and that the medium per se may have little direct influence in cognition and learning. |
| Nama Pengarang | : | Bernadine J. Duran, Rafaela E. Rafaela E. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 163-181 |
| Abstraksi Narasi | : | Previous research on the high school achievement of Mexican Americans has documented substantial underachievement. However, recent immigrants appear to be achieving at a somewhat higher level. In a longitudinal study, we examined the school experience of talented immigrant students to identify the behavioral process by which they became successful. We found that family educational values had an important effect on achievement when these values translated into participation in a match/science enrichment program, which led to substantial gains on related ACT subtests. We also found that scores on ACT-Natural Sciences were strongly related to length of U.S. residence. Length of residence affected reading skills, and poor readers took fewer advanced science courses. The significance of ``extra learning`` to underachievers is discussed. We concluded that, although immigrant students achieved below their native-born counterparts prior to high school, their strategies for increasing learning during high school enabled them to perform better on standardized achievement tests, though not on grade point average. |
| Nama Pengarang | : | Jane Hannaway |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-21 |
| Abstraksi Narasi | : | There is a growing consensus that the curriculum as taught in schools is ``out of balance.`` Emphasis on basic skills outweighs to a far greater extent than appropriate the emphasis on problem solving and higher order skills. Drawing on ideas about the effects of specialization from behavioral decision theory and on recent work in the economics of organization, this article proposes structural changes in the teaching job to adress this problem. The possible limitations as well as advantages of the proposal are discussed. |
| Nama Pengarang | : | Carol K.K. Chan, P.J. Buftis, Marlene Scardamalia, Carl Bereiter |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-118 |
| Abstraksi Narasi | : | This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/detail retelling, assimilation, problem solving, and extrapolation. The three subtypes were declarative, interrogative, and evaluative responses. Measures of prior knowledge and new learning were also obtained. A path analysis suggested that the level of activity identified by the scale exerted a direct effect on learning and mediated the effects of age and prior knowledge on learning. |
| Nama Pengarang | : | Dale Whittingon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 759-780 |
| Abstraksi Narasi | : | Calls by many for excellence in the 1980s were predicated upon and reinforced the perception that American education has declined, these calls stimulated the use of testing to assess the nation`s students. The results of a national test on American history and literature, reported in 1987 by Diane Ravitch and Chester Finn in What Do Our 17-year-Olds Know?, seem to support a view of decline. This study attempts to determine how much American history high school students knew in the past and how this compares with Ravitch and Finn`s results. Several bases for comparison are reported: results of the earliest large-scale history test administrations, the content and difficulty of past nationally administered tests, and past student performance on individual test questions similar in content to questions in Ravitch and Finn`s test. The results suggest that students of the 1980s may not be demonstrably different from students in the past. |
| Nama Pengarang | : | Linda A. Mayer, Robert L. Linn, C. Nicholas Hastings |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 825-847 |
| Abstraksi Narasi | : | This article presents results of classroom observations of kindergarten and first grade teachers. Nine full days of observations were completed with 25 teachers for 2 consecutive school years. Results are presented in terms of kindergarten teachers` time allocated to reading and to all in struction as well as their frequency of instructional interactions during reading instruction and while reading stories to their classes. AM to PM results are compared for teachers teaching half-day classes. In addition, year to year comparisons are presented for teachers of half-day and full-day kindergarten classes as well as for first grade teachers` time allocated to reading and all instruction and for instructional interactions. Correlations for kindergarten and first grade teachers for AM/PM and year to year frequencies of decoding interactions were all above .88 and significant above .001 level. Discussion focuses upon the greater likelihood of stability for half-day kindergarten teachers than for first grade teachers, the difference in these results in comparison to findings by other researchers that suggest that teachers` behaviors lack stability, and possible explanations for why some teachers may be somewhat less stable than their peers. |
| Nama Pengarang | : | Brent Kilbourn |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 721-736 |
| Abstraksi Narasi | : | Self-monitoring is a significant part of being a professional. Professional spirit is maintained to the extent that self- monitoring aims at an occupation`s central point. Relating stories of practice is one way of maintaining a collective consciousness within the group about what the point of the group`s activity is and forms a basis for self-monitoring. |
| Nama Pengarang | : | Raylene Kos |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 875-895 |
| Abstraksi Narasi | : | This multipes case study explored the perceptions of four reading-disabled middle school students for the purpose of uncovering factors that may have prevented these students from progressing in their reading development. Results identified a) students` lack of effective use of reading strategies, b) students` perceptions of their reading instruction, c) students` stress related to reading, and d) aspects of students` educational histories as contributing in varying degrees to their lack of reading progress. |
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