| Nama Pengarang | : | Bxbata M. Taylor, Btrbara J. Frye, Geoffrey M. Maruyama |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 351-362 |
| Abstraksi Narasi | : | Despite the perceived importance of time spent reading on reading growth, reseach supporting this notion is limited. The purpose of this study was to investigate the effects of time spent reading at school and at home on intermediate grade students` reading achievement. One hundred and ninety-five students in Grades 5 and 6 kept daily reading logs from mid-January through mid-May. A stepwise multiple regression analysis, in which standardized reading comprehension scores prior to the study served as a covariate revealed that amount of time spent on reading during the reading period contributed significantly to gains in students` reading achievement gains. findings provide needes research support for the idea that time engaged in silent reading at school is benefical to intermediate grade students. |
| Nama Pengarang | : | Steven M. Culver, Lee M. Volfle, Lawrence H. Cross |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 323-349 |
| Abstraksi Narasi | : | The purpose of this study was to construct and test a model of the influences affecting early-career teachers` job satisfaction. The path model is presented and tested first with a sample of black teachers and then with a sample of white teachers. Although the model provides aplausible explanation for the relationships among the variables for both groups, differences in the structural coefficients indicate the procces leading to teacher job satisfaction is different for blacks and whites. Implications of this study suggest it may be critical to take into account factors such as race and sex in teacher induction and training. |
| Nama Pengarang | : | Robert E. Slavin, Nancy A. Madden, Nancy L. Karweit, Batbata J. Livermon, Lawrence Dolan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 255-278 |
| Abstraksi Narasi | : | This article reports the first year`s outcomes of Success for All, a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, research-based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from developing. An evaluation of the program in aan inner-city elementary school found substantially enbanced language skills amongpreschool and kindergarteners and reading skills among students in Grades 1-3 in comparison to matched controls. Special education referals and retentions in grade were also subtantially reduced. Implications of the findings for compensatory and special education are discussed. |
| Nama Pengarang | : | Vayne K. Hoy, Anita E. Woolfolk |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 279-300 |
| Abstraksi Narasi | : | In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. they became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising that these same student teachers did not temper their optimistic belief that they had the personal ability to motivate and be effective with difficult students; in fact, their sense of personal teaching efficacy improved as their sense of general teaching efficacy declined. Similar students who were preparing to teach but had not yet enrolled in student teaching did not experience these changes in perspectives during the same time. |
| Nama Pengarang | : | Mary E. Levin, Joel R. Levin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 301-321 |
| Abstraksi Narasi | : | College undergraduates were asked to study a hierarchical plant classification system according to one of two provided organizational strategies: (a) a figural taxonomy, which consisted of labeled boxes and connecting lines to represent, respectively, the nodes and links of the hierarchy; (b) a pictorial mnemonomy, in which the unfamiliar plant terms were recoded into more familiar concepts, which were then thematically related to other terms on the same branch of the hierarchy. mnemonomy students outperformed taxonomy students on (a) both immediate and 5-day delayed measures of classification system construction and use; (b) a test that required solving analogies involving the plant terms, thereby adding to recent evidence that mnemonic strategies can facilitate performance on tasks that require some degree of higher order thinking. The locus of mnemonic facilitation was found to reside in the more meaningful links afforded by the mnemonomy. Such performance data, along with favorable student self-reports, support the educational utility of scientific mnemonomies. |
| Nama Pengarang | : | Michael Huberman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 363-391 |
| Abstraksi Narasi | : | Work in the area of research utilization has emphasized the importance of contacts between researchers and practitioners not only at the close of a study, but also before and, above all, during its conduct. These contacts have a strong influence on the impact of a piece of research on practitioners. More important, however, is the finding that, in settings in which educational researchers and practitioners have had few previous interactions, intensified contacts in the life of a research project can result not only in applications of the main findings, but also in the establishment of multiple areas of collaboration between the two parties that transcend the impact of a single study. |
| Nama Pengarang | : | Magdalene Lampert |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 29-63 |
| Abstraksi Narasi | : | This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deriberality altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as aregular feature of lessons in fifth-grade mathematics in a public schcool. A case of teaching and learrning about exponents deribed from lessons tought in the project is described and interpreted from mathematical, pedagogical, and sociolinguistic perpectives. To change the meaning of knowing and learning in school, the teacher initiated and supported social interactions appropriate to making mathematical arguments in response to student` conjectures. The activities students agaged in as they asserted and examined hypotheses about the mathematical structures that underlie their solutions to problems are contrasted with the conventional activities that characterize school mathematic. |
| Nama Pengarang | : | Herbert M. Kliebard |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-26 |
| Abstraksi Narasi | : | Policy connecting education with the workplace is usually seen as a form of instrumental action. Vocational education, therefore, is commonly justified as either providing individuals with needed skills in order to enter the work force or as making the United States economically competitive with other nations. The efficacy of these efforts has been called in question; but whatever success vocational education may have achieved in terms of instrumental action, its effects in terms of symbolic action also need to be considered.Symbolic action works not by achieving a defined goal but by organizing allegiances, conferring status, and ratifying certain norm. Under these circumstances, it becomes especially appropriate to ask who benefits from the policy. Vocational education, for example, can be linked to the rise of professionalism, and, therefore, it may be an emerging breed of education professionals who were the primary beneficiaries of the policy. Other significant symbolic effets include the reconciling of a traditional work etnic with a modern industrial system and even the way in which we conceive of the function of schooling itself. |
| Nama Pengarang | : | James M. Royer, Horace G. Marchant, Gale M. Sinatra, David A. Lovefoy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 158-179 |
| Abstraksi Narasi | : | Recent theories of comprehension and learning have grown so similar that it is difficult to tell one from another. An implication of this similarty is that it should be possible to devise one type of comprehension test that can predict learning performance in general and another type of comprehension test that can predict learning performance in general and another type of comprehension test that can predict specifict types of learning. Two experiments are reported thet confirm these implications. In Experiment 1, comprehansion tests accounted for up 36% of the variance in overall college performance and up to 30% of the variance in specific cource performance. Experiment 2, which used a different type of comprehension test, showed that the test predicted performance in a specific course but did not predict overall college performance. We discuss the theoretical and practical implications of these findings. |
| Nama Pengarang | : | Amiram Raviv, Alona Raviv, Ellen Reisel |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 141-157 |
| Abstraksi Narasi | : | This study compared teachers` and classes` perceptions of the actual and preferred classroom environment in 78 sixth grade classes in Israel. The Classroom Environment Scale (CES) (Moos & Trickett, 1974) was administered, and similarities between the perceptions of teachers and classes were found, particularly pertaining to the preferred or ideal classroom. The teachers and classes differed most in their respective perceptions of the real classroom. The validity of the CES and the relationship between the organizational factor of classroom seating arrangement andd the environment perceptions were explored. The results of thistudy were discussed in relation to previous research conducted in different cultural settings. Implications of the consistent finding of teacher and student agreement on the characteristics of the ideal setting and means of implementing the comparison of teachers` and classes` perceptions of the classroom environment were suggested. |
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