| Nama Pengarang | : | Jan Nespor, Judith Baryslake |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 805-823 |
| Abstraksi Narasi | : | This article looks at teacher knowledge as a joint construction of teachers and researchers. It focuses on narrative discourse as a representational medium for formulating knowledge in the specific setting of the research interview. The article analyzes the contrasting narrative practices of two teachers in terms of how they formulate versions of self. These practices are seen as differentially situating the two teachers in terms of the large-scale research networks within which knowledge is constituted. |
| Nama Pengarang | : | Richard S. Prawat |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 737-757 |
| Abstraksi Narasi | : | A framework for thinking about teacher empowerment is presented. Two important dimensions are used as a basis for highlighting some important similarities and differences emerging in the literature on empowerment. The first relates to the context in which the process occurs, some educators highlight the importance of the personal context (i.e., conversations with self), while others assume more of an outward perspective in their thinking about empowerment (i.e., conversations with settings). The second important dimension relates to the focus or agenda of the conversations. Here, a distinction is made between agendas that are more epistemological in nature and those that are more political. An illustration is provided of how this framework can be used to better understand the dynamics involved in collaborative work with teachers. |
| Nama Pengarang | : | Susan F. Chipman, Sandra P. Marshall, Patricia A. Scott |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 897-915 |
| Abstraksi Narasi | : | Gender differences in mathematics test performance that favor males are rarely found on tests of computation or other mathematical symbol manipulations. These differences appear primarily in tests that are labeled as tests of "mathematical reasoning" and consist largely of word problems. The content of the word problems` cover stories is a possible source of gender bias. Some have suggested that students are discouraged from solving problems for affective reasons when the content of the problem solving processes suggests that familiarity of content would be likely to affect problem-solving performance. To test these hypotheses, an experiment was conducted in which underlying mathematics problems were clothed in four different cover stories: masculine, feminine, neutral familiar, and neutral unfamiliar. No effect of sex-typing was found; there was a highly significant but small effect of familiarity. Ratings of problem characteristics were also collected, primarily to guide and confirm the realization of the design intentions. |
| Nama Pengarang | : | Donna M. Bryant, Richard M. Clifford, Ellen S. Peisner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 783-803 |
| Abstraksi Narasi | : | National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten class and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmentally appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers` and principals` scores on a measure of knowledge and belief in developmentally appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience. |
| Nama Pengarang | : | Robert C. Serow |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 543-556 |
| Abstraksi Narasi | : | Growing involvement by American students in voluntary community service projects has been greeted as a sign of renewed idealism and civix-mindedness among the young. Yet prior research suggests that the motivation may be more complex and variable. Based on combined survey and interview data, this study finds that participants` identification with relatively altruistic motives appears to be grounded in a norm of personal assistance rather than in broader social or political commitments. For many, direct engagement in the problems of vulnerable individuals and groups provides concrete experience and connectedness with people that are not readily available in other dimensions of the student role. While such motivational patterns may suggest the need for increased reflection during the service experience, they coincide with the increasing emphasis now placed on personal caring and empathy in the process of moral development. |
| Nama Pengarang | : | Samuel S. Wineburg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 495-519 |
| Abstraksi Narasi | : | In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students` responses to these same documents. I then speculate about the source of differences between these same two groups, arguing that each group brings to these texts a distinctive epistemological stance, one that shapes and guides the meanings that are derived from text. I end by outlining the implications of this work for how we define reading comprehension and how we define the place of history in the schooln curriculum. |
| Nama Pengarang | : | Mary Lee Smith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 521-542 |
| Abstraksi Narasi | : | From a qualitative study of the role of external testing in elementary schools, a typology of meanings of test preparation was constructed. Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientation toward preparing pupils to take mandated, high-stakes achievement tests. These included (a) ordinary curriculum with no special preparation, (b) teaching test-taking skills, (c) exhortation, (d) teaching content known to be covered by the test, (e) teaching to the test in format and content, (f) stress inoculation, (g) practicing test or parallel test items, and (h) cheating. Meanings of teachers are contrasted with meanings of test preparation held by school administrators, testing experts, and school critics. The structure of meanings is analyzed with some concepts of micropolitics. |
| Nama Pengarang | : | Ruth Garner, Patricia A. Alexander, Mark G. Gillingham, Jonna M. Kulikowich, Rachel Brown |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 643-659 |
| Abstraksi Narasi | : | Dewey (1913) suggested some time ago that trying to find out what is of interest to students is an important part of schooling; on the other hand,"making things interesting" is artificial and often unsuccessful. Two studies investigating the placement of interesting detail in a text about a physicist and his scientific work are reported here. In both studies, undergraduate students were asked to read the science text under a variety of conditions and then to recall important information on a set of measures. Results indicated that attention of students was diverted from important generalizations in text to interesting, sometimes irrelevant, detail. Placement of the detail did not affect recall, but overall interestingness of the text did, particularly if students knew little about the topic of the text. Implications for instruction are discussed. |
| Nama Pengarang | : | Diana Dee-Lucas, Jill H. Larkin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 661-682 |
| Abstraksi Narasi | : | Scientific laws are typically presented with corresponding proofs to justify their correctness and illustrate scientific reasoning. The form of these proofs is commonly a series of logically related equations. This research examined how this equation- based format influences proof comprehension. This was done by comparing learners` ability to solve problems after studying typycal equation-based proofs and matching proofs with equations replaced by verbal equivalents ( a verbal format). Verbal proofs produced better performance than equation-based proofs on problems relating to both equations and nonequational proof content. These results suggest that equations in proofs cause learners to shift attention away from nonequational content and that learners have more difficulty processing equations that verbal statements containing the same content. |
| Nama Pengarang | : | Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Pamela M. Stecker |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 617-641 |
| Abstraksi Narasi | : | The purpose of this study was to assess the effects of (a) ongoing, systematic assessment of student growth (i.e., curriculum-based measurement) and (b) expert system instructional consultation on teacher planning and student achievement in the area of mathematics operations. Thirty-three teachers were assigned randomly to treatment groups: curriculum-based meansurement (CBM) with expert system instructional consultation (CBM-ExS), CBM with no expert system instructional consultation (CBM-NExS), and control (i.e., no CBM). Teachers implemented treatments for 20 weeks. Analyses indicated that, compared to the control group, both CBM groups appeared to revise students` instrutional programs more frequently. However, only the CBM-ExS group effected superioe student achievement. Analysis of the nature of teachers` instructional adjustments indicated that the teaching revisions of the CBM-ExS teachers focused solely on what types of problems to reteach. Findings are discussed in terms of previous studies of teacher planning and implications for practice. |
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