| Nama Pengarang | : | Margaret J. Marshall, Loren S. Barritt |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 589-609 |
| Abstraksi Narasi | : | Expections go with us everywhere. We expect the sun to rise, the rains to come, and December to bring snow storms, even blizzards. Expectations also inform our reading of texts. We expect fairy tales to begin with "once upon a time" and end "happily ever after". We recognize poetry by its shapes and rhytims, and sermons by their cadences and the echoes of sacred texts. Academicians have expectations as well for the reseach texts they read. Scholarly articles are not sermons, nor poems, nor fairly talees. Before you began to read this article, you had expectations about how it should present itself, how it should address you as the reader, and how it should speak about its topic. You may never have considered those expectations, but now, as you read this article, appearing as it does in this journal, you are likely struck by its failure to conform to the usual expectations. You are likely wondering what is going on here, whether this article is scholarly and worth your time, and why the editors have accepted it. Sometimes, conventions must be broken in order that they may be examined. Sometimes, expectations keep us from noticing that the forms determine what can be said. |
| Nama Pengarang | : | Thomas L. Good et. al. |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 755-782 |
| Abstraksi Narasi | : | This article reports a naturalistic study of small-group instruction in elementary school mathematics classese. Three school districts from three cities s( a small suburban city, a large urban city, and a middle-sized city) in three midwestern states were studied. Observations (N = 206) of entire mathematics periodes were made in the classrooms of 33 teachers (primarily fourth-, fifth-, and sixth-grade) in 21 schools. This article describes the types of small-group formats observed, the variation in teachers`s use of time in 12 teaching functions, and the extent to wich group structure and use of teaching functions affected the task climate in which students learned mathematics. Six types of small-group formats were found: whole-class ad hoc, two groups, three groups, four groups or more (mixed-size groups), heterogeneous work groups( cooperative learning), and individualized grouping. |
| Nama Pengarang | : | Judith A. Langer, Lilia Bartolome, Olga Vasquez, Tamara Lucas |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 427-471 |
| Abstraksi Narasi | : | This study examined the ways in which Mexican-American students construct meaning when reading school materials. In focused on the strategies they use when reading English and Spanish, the knowledge sources they call upon, and the way in which these relate to understanding. Twelve fifth-grade students, all who come from bilingual homes, were asked to read both Spanish and English stories and informational pices. Interspersed questions, post reading probes, and oral and eritten recalls were designed to tap their text understanding over time, as well as what they recalled after reading each piece. Interviews aand school records provided background information about the students` personal and school histories both in the United States and in Mexico. Transcripts, fieldnottes, and student writing samples were analyzed for patterns in the student`s approaches to the construction of meaning aand in their differential uses of language and genre. Findings indicate that: (a) beyond a necessary basic, but limited knowledge of English, the students` abilities to use good meaning-making strategies made the major difference in how well they comprehended in both Spanish and English; (b) the students` language competence in spanish helped them understand and respon to questions in both languages; (c) the students` familiarity with genre affected their ability to build meanings in both languages; and (d) the kinds of questions the students were asked affected their ability to communicate what they understood. |
| Nama Pengarang | : | Ann Weaver Hart |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 503-532 |
| Abstraksi Narasi | : | During a year-long comparative case study, the redesign of teacher work in two schools was examined. A major goal of the redesign effort was teacher empowerment-and increase in the power and authority of the best teachers. The complexities and unanticipated consequences of implementing this general policy are described and explanations grounded in the theoretical and empirical literature on work redesign and social systems are presented. In spite of the expectation that restructured teacher work would improve the appeal ot the teaching career and the effectiveness of the work structure in schools, the influence of the school social unit was found to outweigh the strength of individual teachers` efforts or the formal work structure in its impact on teachers` assessments of the new structure and on the functions of redesigned work in schools. Implications for educational reform and for structural-and social-systems aspects of work redesign theory are discussed. |
| Nama Pengarang | : | M. C. Wittrock, Kathryn Alesandrini |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 489-502 |
| Abstraksi Narasi | : | This study investigates predictions from Wittrock`s model of generative teaching regarding the effects of reader generation of summaries and analogies upon the learning of a block of 50 paragraphs of text. In this study, 59 students were individually assigned at random to three treatments that were predicted and found to rank in the following hight to ow order on the reading test: (a) Generrate Summaries (M = 29,8), (b) Generate Analogies (M = 27,2), and (c) Read Text (M = 22,4). We also hipothesized and found that the generation of analogies or summaries during reading differentially stimulates learners` analytic and holistic (i.e., imagery) abilities. In the Read Text treatment, only holistic ability correlated with learning the hight imagery text. In the Generate Analogies treatment, only analytic ability correlated with learning the text. In the Generate Summaries treatment, both holistic and analytic ability corelated with learning. |
| Nama Pengarang | : | Steven A. Mazzuca, Frank Vinicor, Robert M. Einterz, William M. Tierney, James A. Norton, Lorrie A. Kalasinski |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 473-488 |
| Abstraksi Narasi | : | This study examined the effects of a medical education program on diabetes mellitus as a function of the extent to wich participants` clinical environments were made to facilitate recommended practices. One hundred fourteen internal medicine faculty and residents (four clinics) were offered a 3. 5-hour diabetes seminar. One clinic served as seminar-only condition; three clinics received an accumulation of environmental interventions: patient-specific seminar reminders, clinical materials, and easy access to a diabetes patient educator. Relative to control, any degree of environmental suppotr significanttly increased prescriptions for home monitored blood glucose testing. also, the group of physicians receiving reminders and clinical matterials exhibited significantly more frequent utilization of glycosylated hemoglobin as a laboratory measure of metabolic status compared to other groups. no significant differences were obtained for utilization of three other laboratory tests and therapeutic modalities. Developers of postgraduate professional education should consider whether their programs can be strengthened by anticipating how the practice environment facilitates and hinders new professional practices. |
| Nama Pengarang | : | Delbert H. Long |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 403-423 |
| Abstraksi Narasi | : | Development of good citizens whowilingly permit their thought and actions to be shaped by officially approved communist ethics has always been a vital function of soviet schools. In Mikhail Gorbachev`s wowrds, a good citizen is a "fighter for perestroika", a restructured society. After providing some historical background that is intended to give the reader a better idea of what is old and new in Soviet education today, the discussion moves to how Gorbachev`s concept of restructuring has shaped thr efforts of the school to promote communist ethics, the human factor, and independent thinking. the author concludes that Soviet education will proceed, though at a deliberate pace, toward becoming more open, more humane, more diversified, more decentralized, and more democratized. |
| Nama Pengarang | : | Jeremy D. Finn, Charles M. Achilles |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 557-577 |
| Abstraksi Narasi | : | A large-scale experiment is described in which kindergarten students and teachers were randomly assigned to small and large classes within each participating school. Students remained in these classes for 2 years. At the end of each grade they were measured in reading and mathematics by standardized and curriculum-based tests. The results are definitive: (a) a significant benefit accrues to students in reduced-size classes in both subject areas and (b) there is evidence that minority students in particular benefit from the smaller class environment, especially when curriculum based tests are used as the learning criteria. A longitudinal analysis of a portion of the sample indicated that students in small classes outperform their peers in kindergarten classes of regular size and gain more in reading outcomes during the secodnd year. the question of why these effects are realized remains largely unanswered, but in light of these findings, is particularly important to pursue. |
| Nama Pengarang | : | Swanson, H. Lee , John B. Cooney, James E. O''Connor |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 533-556 |
| Abstraksi Narasi | : | the present study examines the possible qualitative differences between expert and novice teachers in their think aloud protocols related to solving classroom discipline problems. Expert and novice teachers were presented vignettes, under two instructional conditions-directive and nondirective-and were asked to "think aloud` as they were solving problems. Data from the think aloud protocols indicated that, in the absence of directive instructions, expert teachers formed more elaborate heuristic and strategy statements, whereas under directive instructions their statements about mental processes were similiar to novices. In terms of solutions, expert teachers were more likely to rely on environment interventations when compared to novice teachers. Although instructional conditions influenced expert teachers` solutions, these effects were isolated to certain problems. The results clearly suggest that expert and novice teachers differ in terms of their solutions and statements about mental processes related to classroom discipline problems. Expert teachers are characterized as placing a priority on defining and representing the problem, whereas novice teachers tend to represent problems in terms of possible solutions. Expert teachers` solutions to discipline problems appear to be independent of how they represent the problem. The results were discussed in terms of the distinction between procedural and declarative knowledge. |
| Nama Pengarang | : | Michael W. Apple, Susan Jungck |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 227-251 |
| Abstraksi Narasi | : | Given the increasing power of conservative movements in the larger society, there is considerable pressure currently not only to redefine the manner in which education is carried out, but to redefine what education is actually for. This has had a major impact on teachers` autonomy and the definition of what counts as a skill. We argue that teaching is a specific kind of labor process, one that is currently being subject to rationalization, deskilling, and intensification. Since teaching has historically been seen as largely "women`s paid work," the gender implications of such tendencies are crucial. By interpreting teaching in gender and labor process terms, we report data from an ethnographic study of the use of a computer literacy curriculum to illuminate the effects of these tendencies on teachers` daily lives. In this context, teachers often employed a prepackaged curriculum that deskilled them and frequently left them bored and reliant on outside experts and purposes, using it to partly solve the problems caused by their intense schedule and work load. This pragmatic response cannot be understood unless the gendered realities of teacher `s work inside and inside and outside of the school are recognized. |
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