| Nama Pengarang | : | Deborah L. Speece, David H. Cooper |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 119-140 |
| Abstraksi Narasi | : | The ontogeny of school failure was addressed by examining the characteristics of 112 first-grade children, 63 of whom were considered at risk for school failure. Measures of achievement, intelligence, behavior, language, and learning potential were used with cluster analysis techniques to identify six empirically derived cluster that were replicated across two samples. Three profiles represented variations of normal performance, and three represented atypical patterns suggestive of learning disabilities, mild mental retardation, and language problems. These interpretations were validated by cluster differences on the degree of risk for referral, observed classroom behavior, and acievement variables not used in the cluster analysis. The variability of skills evident across the clusters, in addition to the composition of the clusters, suggested that teachers cope with a high degree of heterogeneity in their classrooms, that their referrals are not based solely on one dimension of children`s psychometric performance, and that certain multivariate profiles are associated with higher risk of referral. By capturing this variability it may be possible to design intervention the ameliorate the risk of failure for some groups of children. |
| Nama Pengarang | : | Herbert W. Marsh, Iain W. MacDonald Holmes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 89-117 |
| Abstraksi Narasi | : | In the study of self-concept, as in many other areas of psychological research, poor measurement is often a weak link connecting theory, empirical research, and practice. The multidimensionality of self-concept typically is emphasized in most theoretical accounts, but until recently this multidimensionality has not been well represented in the most widely used instruments. The purpose of our investigation is to test the construct validity of preadolescent children`s responses to three instruments that are claimedd to measure multiple dimensions of self-concept( e.g., physical, social, and academic): March`s(1988) Self-Description Questionaire I (SDQI), Harter`s (1979) Perceived Competence Scale (PCS), and the Priers Harris Children`s Self-Concept Scale (PH) (Piers, 1984). Tests of this multidimensionality included factor analyses, multitrait-multimethod analyses, and patterns of correlations with academic achievement. Also included was an examination of the use of negatively scored items. The findings strongly supported the SDQI, reasonably supported the PCS, and weakly supported the PH. |
| Nama Pengarang | : | Betsy Jane Becker |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-87 |
| Abstraksi Narasi | : | Item responses of a group of mathematically talented junior high school students were studied to explore the significant advantages that have been reported for males on the mathematical sections of the Scolastic Aptitude Test (SAT-M). Rasch latent trait item difficulties were estimated, and a regression-like linier analysis was used to examine the inter interactions of items features with sex of examinees. SAT-M items were classified by subject- matter content, item format, section menbership, and wether a figure was presented with the item; their serial position also was considered. Examinees were grouped by sex, grade, and level of performance. Data sufficiency item were easier for all examinees than were multiple choice items, and were much easier for the girls than for the boys. Serial position of the items was important, with later items being more difficult, and girls found the first and last items "more extreme" than did the boys. Girls found miscellaneous items to be much easier than did the boys, but found the algebra items more difficult. Defferences between mean item difficulties of boys and girls for arithmetic and geometry items were negligibe. Results suggested that a number of specific aspects of mathematical performance were being measured by the SAT-M for this group of able youths. The patterns of response suggested weaknees and strengths that might be a focus of response suggested weaknesses and strengths that might be a focus of mathematics instruction for these bright students. |
| Nama Pengarang | : | Theodore W. Frick |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 180-204 |
| Abstraksi Narasi | : | Analysis of patterns in time (APT) is a method for gathering information about observable phenomenauch that probabilities of temporalpaterns of events can be estimated empirically. If appropiate sampling strategies are employed, temporal patterns can be predicted from APT result. As an example of the fruitfulness of APT, it was discovered in a classroom observational study that elementary students were on task 97% of the time if some form of direct instruction was occurring also, whereas they were on task only 57% of the time during nondirect instruction. As a second example, APT results were used as arule basw for an expert system in adaptive computer-based testing. when two different computer test were studied, avarage samples of 9 and 13 test items were required to make mastery and nonmastery decisions when items were selected at random. These decisions were, respectively, 94% and 98% accurate compared to those reached from two much larger test item pools.Finally, APT is compared to the linear models approach and event history analysis. The major differentce is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated. |
| Nama Pengarang | : | Ali Asghar Malik |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 205-223 |
| Abstraksi Narasi | : | In this study, the oral reading behavior of 15 English as a Foreign Language (EFL) proficient readers was psychollinguistically analyzed uusing culturally familiar and culturally nonfamiliar expository texts. The subjects` reading comprehension was determined on the basis of the recalled idea units. The reading strategies (predicting, confirming/ correcting and integrating) were determined using Miscue Analysis Profile (MAPro) ( Altwerger & Resta, 1985), a revised version of Reading Miscue Inventory (Goodman & Burke, 1972). The results showed that cultural schemata significantly affected the reading comprehension and strategies of EFL proficient readers reading expository texts. The fammiliarity of the text had no significant effect on subjects` reading speed. |
| Nama Pengarang | : | Thomas P. Carpenter, Elizabeth Fennema, Penelope L. Peterson, Chi-Pang Chiang, Megan Loef |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 499-531 |
| Abstraksi Narasi | : | This study investigated teachers` use of knowledge from research on children`s mathematical thinking and how their students` achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children`s development of problem-solving skills in addition and subtraction. Other first grade teachers (n=20) were assigned randomly to a control group. Although instructional practices were not prescribed, experimental teachers taught problem solving significantly more and number facts significantly less than did control teachers. Experimental teachers encouraged students to use a variety of problem-solving strategies, and they listened to processes their students used significantly more than did control teachers. Experimental teachers knew more about individual students` problem-solving processes, and they believed that instruction should build on students` existing knowledge more than did control teachers. Students in experimental classes exceeded students in control classes in number fact knowledge, problem solving, reported understanding, and reported confidence in their problem-solving abilities. |
| Nama Pengarang | : | Nancy L. Commins, Ofelia B. Miramontes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 443-472 |
| Abstraksi Narasi | : | This ethnographic study investigated the linguistic performance of four Hispanic bilingual students perceived to have limited language abilities in Spanish and English. The study provided data on the students` language use and abilities, in both languages, in variety of school and nonschool settings. Data were analyzed qualitatively for evidence for students` linguistic, discourse, and narrative competencies. Performance was compared across setting and across languages for each student, as well as across students. All students displayed different strengths across setting in both languages. All students displayed different strengths across settings in both languages. The data indicated that the organization of instruction limited the students` abilities to demonstrate their full range of competence in the two languages, and that their lack of English structural proficiency and lack of vocabulary in Spanish was interpreted by teachers as a lack of conceptual ability. Observed over a variety of contexts, however, students showed the ability to use language as a vehicle for effective self-expression both socially and cognitively. |
| Nama Pengarang | : | V. Lee Hamilton, Phyllis C. Blumenfeld, Hiroshi Akoh, Kanae Miura |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 545-571 |
| Abstraksi Narasi | : | Japanese and American children`s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason-external, internal, or emphatic-and for its target-authorities (parents, teacher) versus others, such as peers or self. We asked about two aspects of achievement (academic performance and academic procedures) and about two aspects of conduct (social procedures and moral norms). A closed-ended questionnaire, Why I Do Things (an early version of Connel and Ryan `s Academic Self-Regulatory Style Questionnaire), was also used to assess achievement-related reasons. As expected, Japanese children were less external in both their open-ended reasons for action and their closed-ended responses; on the whole, however, they did not differ from American children where reasons for feelings were at issue. Japanese children also focused on authority figures as targets in their open-ended reasons to a much greater extent than did American children. The difference between countries regarding targets was largest for academic performance norms. The discussion focused on how the findings may reflect stronger identification with adult authority on the part of Japanese children, especially with regard to academic performance. |
| Nama Pengarang | : | John G. Nicholls, Theresa A. Thorkildsen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 533-544 |
| Abstraksi Narasi | : | Elementary school students were interviewed about substantive and conventional aspects of academic knowledge. They considered the learning of intellectual conventions (spelling and methods of representing addition) less important than matters of substance (mathematical logic or facts about nature). They also viewed didactic teaching as more appropriate for matters of convention than for matters of logic and fact. These results support the theses that even young students (a) distinguish intellectual conventions from the substance of disciplines and (b) construe intellectual conventions as arbitrary (rather than logically or empirically necessary) social practices that foster communication about matters of substance. We suggest that this distinction might be accorded more attention, for example, in research on the effect of teaching practices on student motivation. |
| Nama Pengarang | : | Borko, Hilda, Carol Livingston |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 473-498 |
| Abstraksi Narasi | : | This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for I week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novices were analyzed by perceiving teaching both as a complex cognitive skill and as improvisational performance. Novices showed more time -consuming, less efficient planning, encountered problems when attempts to be responsive to students led them away from scripted lesson plans, and reported more varied, less selective postlesson reflections than experts. These differences were accounted for by the assumptions that novices` cognitive schemata are less elaborate, interconnected, and accessible than experts` and that their pedagogical reasoning skills are less well developed. We offer several recommendations for student teaching based on this analysis. |
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