| Nama Pengarang | : | Joseph D. Novak, Dismas Musonda |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-153 |
| Abstraksi Narasi | : | Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept understanding from grades one through twelve. A similar sample (n = 48) not receiving audio-tutorial lessons in grades one and two (uninstructed) was also interviewed periodically from grades one through twelve. Instructed students showed substantially more valid concept understandings and fewer invalid concepts (misconceptions) than uninstructed students in grades two, seven, ten, and twelve. Concept maps prepared from interview transcripts showed wide variation in knowledge for both groups, and concept maps scored using a scoring algorithm also showed significant differences favoring instructed students. The data show the lasting impact of early instruction in science and the value of concept maps as a representational tool for cognitive developmental changes. |
| Nama Pengarang | : | Corinna A. Ethington |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-172 |
| Abstraksi Narasi | : | Drawing on the theoretical and empirical work of decision making, achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of achievement behaviors (e.g., persistence, choice, and performance). Defining achievement behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model-expectations for succes and task value-directly influence intention and serve as mediators for indirect influence of prior constructs. For males, expectations and value were the dominant influences and mediated the indirect influence of other variables. For females, expectations did not influence intention; dominant effects came from value, goals, and self-concept with value and goals serving as mediators of indirect influences. |
| Nama Pengarang | : | Margaret G. McKeown, Isabel L. Beck |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 688-726 |
| Abstraksi Narasi | : | Currrent reseach on learners` background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing student knowledge is based on patterns of responses to interviews and the contruction of semantic nets that illustrate patterns of individual students. Results suggest that knowledge of students both before and after instruction is characterized by simple associations and a lack of connected structures. |
| Nama Pengarang | : | Daniel P. Liston, Kenneth M. Zeichner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 610-636 |
| Abstraksi Narasi | : | If one of the central aims of the teacher education program is to enable future teachers to give good reasons for their educational plans, and if these plans must take into account the social realities of schooling, then teacher educators must figure out coherent ways to encourage a reflective examination of these realities. In this paper the authors suggest a set of curricular concerns and issues thet would encourage prospective teachers to think about the social, political, and institutional context of schooling. |
| Nama Pengarang | : | Mary Kay Stein, Juliet A. Baxter, Gaea Leinhardt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 639-663 |
| Abstraksi Narasi | : | The purpose of the present investigation was describe the relationship between teachers` knoledge of mathematics and their instructional practice. An experienced fifth grade teacher was videotaped as he taught a lesson sequence on funtions and grapping. In addition, a subject matter knowledge interview and card sort task were coducted with the knowledge of functions and graphing was missing several key mathematical ideas and that it was not organized in a manner to provide easily accessible, cross representational understanding of the domain. These limitations were found to relate to a narrowing of his instruction in three ways: the lack of provision of groundwork for future learning in this area, overemphasis of limited truths, and missed opportunities for fostering meaningful connections between key concepts and representations. |
| Nama Pengarang | : | Joseph J. Blase |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 727-753 |
| Abstraksi Narasi | : | Although the micropolitics of organizations has received increased attention in recent years, few empirical studies of this phenomenon have actually been produced, particularly with regard to educational settings. The study discussed in this article examined politics in schools from the perspectives of teachers. An open-ended instrument was used to collect data, wich were analyzed according to general principles for inductive analysis and qualitative inquiry. Of the 902 teachers who participated in the study, 276 chose (whithout any direction froh the questionaire) to describe specifically what are referred to in this article as control-oriented (manipulative) and protective political strategies used by principals. This article examines only this portion of the data and only this types of political strategis and tactics and their consequences for teacher work involvement and performance. Descriptive statements and conceptual understandings derived from the date argue that the use of control and protective stratttegies by principals has a negative impact on fundamental aspects of teachers` work in schools. The research data are disscussed in terms` of Etzioni`s compliance theory (1961, 1975) and Barnard`s theory of authority (1948). The significance of the data is also discussed with regard to current reform efforts in American school education. |
| Nama Pengarang | : | William R. Johnson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 581-588 |
| Abstraksi Narasi | : | The Holmes Group`s second major report, Tomorrow Schools, offers a radically different perspective on teachers and the role they might play in school reform than put forth in their first report, Tomorrow`s Teachers (1986). In 1986 the university was considered the sole source of educational wisdom and teachers were expected to become conventional educational research, now defined to include teacher-centered inquiry. These new views of the teacher and resea rch suggest necessary structural changes in graduate education programs in order to promote professional conversations between professors and practitioners. |
| Nama Pengarang | : | Alison King |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 664-687 |
| Abstraksi Narasi | : | A gided reciprocal peer-questioning procedure was used by college students for learning expository material presented in classroom lectures. Students worked individually, using investigator-provided generic questons guide them in generating their own task-specific questions. Following this self-questioning phase, they worked in small cooperative groups,taking turns posing their questions to each other and answering each other`s questions. This procedure was designed to promote the kind of verbal interaction that has been found to benefit learning in small groups, namely, giving elaborated explanations. Results indicated that students using this guided reciprocal peer-questioning procedure asked more critical thinking (vs. recall) questions, gave more explanations (vs. lowlevel elaboration responses), and demonstrated higher achievement than students using a discussion approach (Experiment 1) or those using an unguided recripocal peer-questioning approach (Experiment 2). Guided reciprocal peer-questioning appears to promote peer interaction and learning in cooperative groups by controlling the quality of questioning, which in turn shapes peer responses. |
| Nama Pengarang | : | George Farkas, Daniel Sheehan, Robert P. Grobe |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 807-827 |
| Abstraksi Narasi | : | Unique data containing coursework-mastery test scores for all middle school students in a large urban school district are employed to test the narrowly defined meritocratic hypothesis that course-grade differentials for gender, etnicity, and poverty groups are accounted for by the differential coursework mastery of these groups. A broadly defined meritocratic hypothesis is also tested by a model which includes measures of student absenteeism as well as "frog pond" and "bad school" contextual effects. Both the narrowly and broadly defined meritocratic hypotheses are rejected. With coursework mastery and the other variables held constant it is found that girls receive higher course grades than boys, Asians receive higher course grade than Anglos, and nonpoor youths receive higher course grades than poor youths. Black/Anglo and Hispanic/Anglo differentials are mixed. Implications are drawn for future studies of the educational stratification process. |
| Nama Pengarang | : | J.D. Fletcher, David E. Hawley, Philip K. Piele |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 783-806 |
| Abstraksi Narasi | : | The costs, effects, and utility of mathematics instruction assisted by microcomputer presentation were compared with those of conventational classroom approaches for grades 3 and 5. In both grades, students who received microcomputer assisted instruction scored significantly higher on a standard test of total mathematics achievement and on atest of computer literacy than did those who received conventional instruction. Students in all groups scored about the same on a survey of mathematics attitudes. In grade 3 the cost per month of grade placement gain in total mathematics was about $20 per student for microcomputer assisted instruction and $33 per student for conventional instruction. these costs were about $17 and $27, respectively, in grade 5. Based on utility ratings obtained from school board members, microcomputer assisted instruction was found to have greater cost utility in both grades. Given the results reported here and by Levin, a strong case is suggested for the cost-effectiveness of grouping students on microcomputers located in classrooms. |
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