| Nama Pengarang | : | John R. Bergan, Ingrid E. Sladeczek, Richard D. Schwarz, Allen N. Smith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 683-714 |
| Abstraksi Narasi | : | This study examined the effects of a measurement and planning system on kindergarten children`s (N=838) cognitive development, promotion, and referral to special education. Multivariate tests of significance indicated children in the experimental group, whose teachers implemented the system, achieved significantly higher posttest scores in math, reading, and science than the control group. Two structural-equation models were developed to examine the effects of implementation of the measurement and planning system on referral and placement in special education and on promotion to the first grade. The findings on promotion underscore the importance of early basic skill acquisition in math and reading and suggest that children who are high in basic skills are not likely to be referred or placed in special education. |
| Nama Pengarang | : | Terry Wood, Paul Cobb, Erna Yackel |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 587-616 |
| Abstraksi Narasi | : | The purpose of this case study was to examine teacher`s learning in the setting of the classroom. In an ongoing mathematics research project based on constructivist views of learning and set in a second-grade classroom, the teacher changed in her beliefs about learning and teaching. These alterations occurred as she resolved conflicts and dilemmas that arose between her previously established form of practice and the emphasis of the project on children`s construction of mathematical meaning. The changes that occurred as the teacher reorganized her practice were analyzed and interpreted by using selected daily video recordings of mathematics lessons along with field notes, open-ended interviews, and notes from project meetings. The analyses indicated that changes occurred in her beliefs about the nature of (a) mathematics from rules and procedures to meaningful activity, (b) learning from passivity to interacting and communicating, and (c) teaching from transmitting information to initiating and guiding students` development of knowledge. |
| Nama Pengarang | : | Christine L. Kraft |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 423-443 |
| Abstraksi Narasi | : | Traditional ability measures have not been particularly good predictors of the performance or persistence of minority students who attend predominantly white colleges and universities. In order to understand why some minority students fare better than others, it is necessary to attempt to understand how students perceive their academic experience. Perception of academic experience can be assessed in terms of the biographical characteristics of students, students` social knowledge, measures of campus climate, or in terms of students` beliefs about academic performance. In this qualitative study, 43 black undergraduate students were asked to describe the bases of academic success and why some black students attending a predominantly white university are more successful than others. Their responses indicate the importance of including beliefs about how one is perceived by others (e.g., faculty and student peers) in taxonomies of achievement-related beliefs. The participants in this study assessed their performance not only in terms of their own personal characteristic but also in terms of the supportiveness of the faculty and students with whom they work. |
| Nama Pengarang | : | Hunter McEwan, Barry Bull |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 316-334 |
| Abstraksi Narasi | : | The concept of pedagogic content knowledge is by now a familiar one: Lee Shulman introduced it into the lexicon of research on teaching in order to pick out a distinctive, subject-centered feature of the knowledge base of teaching. But is teachers` knowledge of subject matter different in kind from that of scholars? This article investigates that question. First, it rejects a possible answer derived from objectivist epistemology on the grounds of its untenability. Second, it explores Dewey`s account of subject matter knowledge to determine if his position justifies a division in subject matter between scholarly and pedagogic forms. The article concludes by rejecting Shulman`s dualistic theory and affirming an alternative: that all knowledge is, in varying ways, pedagogic. This result points to a community of teaching and scholarship that is at odds with our institutional arrangements and practices. |
| Nama Pengarang | : | Nona A. Prestine |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-274 |
| Abstraksi Narasi | : | Much of the ``first wave`` of educational reforms of the 1980s focused on teacher preparation programs. This study examines the conflict tht developed between the University of Wisconsin-Madison and the state Department of Public Instruction for control of the teacher education program. A relevent history of the issue and chronology of events are first presented. Data are then analyzed using a political systems framework. Themes emerging as significant include internal institutional variables (role of the organizational saga, isolation and insularity, pluralistic membership of the School of Education, and decentralization), external environmental forces (general pubic mood, lack of support from significant external groups, formation of a coalition of interest grous, and the role of the State Superintendent), and political processes (variable conditions causing stress for the system and system attempts at coping with responding to stress). Conclusions and implications are presented and discussed in terms of political and governance ramifications for the teacher preparation programs. |
| Nama Pengarang | : | Mark E. Fetler |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 481-491 |
| Abstraksi Narasi | : | Public reports and comparisons of school SAT results are on the rice. This study uses a simple model of schooling to address two questions which are raised by school SAT comparisons. How are the demographic and academic characteristics of the student population in schools related to participation in the SAT? How are participation rates and the demographic characteristics of the sample of test-takers and of their schools related to SAT performance? School participation was associated with parent education, achievement, and English language fluency. The relationship between participation and parent education was curvililinear. School SAT scores were positively correlated with participation and parent education of test-takers as well as with overall twelfth-grade school-average achievement and demographic characteristics. After adjustment for school demographic characteristics, participation rates were negatively associated with scores. School-average achievement was associated with SAT performance even after adjusting for demographic characteristics. These findings illustrate some of the complex relationships between the demographic characteristics of students and performance on the SAT which should be considered when making school comparisons. |
| Nama Pengarang | : | Saville Kushner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 275-296 |
| Abstraksi Narasi | : | This article looks at performing musicians working with teachers and children in schools and examines the political, cultural, and professional implications of this kind of interaction. This is offered as a case study of cross-professional collaboration and the issues involved. It argues that in order both to understand (evaluate) such exchanges and to redefine what makes for professional knowledge in such novel exchanges we need to focus on context. But this sets us in opposition with other currently fashionable movements which seek to define professional action in de-contextualized (eg., competency-based) terms. What is at stake is the political control of social programs through controlling what counts as professional knowledge. |
| Nama Pengarang | : | Carol Sue Englert, Thffy E. Raphael, Linda M. Anderson, Helene M. Anthony, Dannelle D. Stevens |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-372 |
| Abstraksi Narasi | : | Expository writing is an important skill in the upper-elementary and secondary grades. Yet few studies have examined the effects of interventions designed to increase students` expository writing abilities and their ability to generalize their knowledge to write expository texts using novel text structures. The present study examined the effects of an intervention that attempted to improve students` expository writing abilities through an instructional emphasis on teacher and student dialogues about expository writing strategies, text structure process, and self-regulated learning. The findings suggested that the dialogic instruction was effective (a) in promoting students` expositor writing abilities on two text structures taught during the intervention (explanation and comparison/contrast) and (b) in leading to improved abilities on a near transfer activity, in which students wrote using a text structure not taught during the intervention. Although students in the control group exhibited some pretest-posttest gains on specific text structures, they were not succesful in using their knowledge to write about student-selected topics and text structures. The results support the importance of instruction that makes the writing processes and strategies visible to students through teacher-student and student-student dialogues. |
| Nama Pengarang | : | Herbert W. Marsh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 445-480 |
| Abstraksi Narasi | : | Emphasizing a psychological perspective of social comparison processes, the author (Marsh, 1987; Marsh & Parker, 1984) found school-average ability to be negatively associated with academic self-concepts. Emphasizing a sociological perspective of school context effects, Alwin and Otto (1977) reported school-average ability to be negatively associated with educational and occupational aspirations. The present investigation brings together these two related areas of research, extends the diversity of outcomes considered, and expands the theoretical frameworks considered. In a longitudinal analysis of the ``High School and Beyond`` data, the effect of school-average ability on a comprehensive set of academic outcomes (e.g., standardized test scores, self-concept, cousework selection, academic effort, school grades, educational and occupational aspirations, and college attendence) was measured in the sophomore and senior years of high school, and two years after high school graduation. The influence of school-average ability was not positive for any of the outcomes at any point in time and was modestly negative for some. The academic outcomes associated with attending higher-ability schools were not commensurate with the ability levels of students attending these schools, and no academic advantages of such schools were observed for any outcomes. The negative effects of school-average ability were primarily mediated by academic self-concept and educational aspirations. |
| Nama Pengarang | : | Michal Zellermaye, Gavriel Salomon, Tamar Globerson, Hanna Givon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 373-391 |
| Abstraksi Narasi | : | The main purpose of this study was to test the general hypothesis that ongoing computerized procedural facilitation with strategies and writing-related metacognitions during writing improves learners` writing while being helped, as well as leaves a cognitive residue in the form of subsequently improved writing, once that help is removed. Three groups of 20 nith to eleventh graders participated in the study. One group wrote five essays while being guided by unsolicited continuous metacognitive-like guides presented by a specially designed computer tool (the Writing Partner); a second group received the same guidance but only upon the writer`s voluntary solicitation; and the third group received no guidance and wrote with only a word processor (control group). The study`s main hypothesis was confirmed with respect to the unsolicited-guidance group which wrote better training essays, showed evidence of having internalized the explicity provided guidance, and demonstrated significant subsequent improvement in writing when no computerized tool was available anymore. The solicited-guidance group and the control group showed virtually no improvement, and unlike in the unsolicited-guidance group, initially poorer writers continued to lag behind initially better writers. |
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