| Nama Pengarang | : | Anthony S. Bryk, Yeow Meng Thum |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 353-383 |
| Abstraksi Narasi | : | A hierarchical linear model analysis (Raudenbush & Bryk, 1986) is used to investigate directly the effects of structural and normative features of schools on both the probability of dropping out and the strongest behavioral predictor of dropping out, absenteeism. We hypothesized that high levels of internal differentiation within high schools and weak normative environments contribute to the problems of absenteeism and dropping out. Conversely, these student behaviors should be less problematic in school contexts where there is less differentiation among students and strong normation. The empirical results reported in this paper support these hypotheses. No single factor makes schools effective in sustaining student interest and commitment. Rather, a constellation of both structural and normative features appears to be involved. The analyses also provide some support for the contention that special benefits accrue to disadvantaged and at-risk youth from attending certain kinds of schools. |
| Nama Pengarang | : | Barbara S. Metzner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 422-442 |
| Abstraksi Narasi | : | Using data from 1,033 freshmen at a public urban university, this study examined the effect of the perceived quality of academic advising on student attrition in a model of the student attrition process. High-quality advising negatively influenced attrition through effects on GPA, satisfaction in the role of a student, the value of a college education for future employment, and intent to leave the university. Low-quality advising was related to greater attrition than was high-quality advising, but, on the other hand, low-quality advising was associated with less attrition than no advising at all. The effect size of the advising variables suggested that a more extensive provision of high-quality advising might be considered as one strategy in a multifaceted institutional effort to reduce freshman attrition. |
| Nama Pengarang | : | Ciaude N. Goldenberg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 329-352 |
| Abstraksi Narasi | : | This paper examines parents` effects on children`s academic group placement. It suggest that parental involment might affect children`s reading achievement through its effect on a child`s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children`s reading achievement in one, or both, of two ways: through home teaching of the school reading curriculum and behavioral cuing for appropriate classroom behaviors. Observations and interviews suggested that parents` actions increased children`s reading skill acquisition or motivation, which, in turn, resulted in higher group placement for the children. In the case of the third child, there were no comparable actions by the parents, and the child was placed and kept in a very low reading group. The paper concludes with a consideration of the theoretical and practical implications for the study of home effects on school achievement and the academic achievement of children at risk for failure. |
| Nama Pengarang | : | Frances K. Stage |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 385-402 |
| Abstraksi Narasi | : | This study employed a mesure of Motivational Orientation as a blocking. To identify early dropouts, college records and surveys completed by first-year university students at the beginning of, and 10 weeks into, the semester were used to operationalize key constructs within the Tinto model. The sample of 316 students was divided into three Motivational Orientation subgroups. The three largest, Certification, Cognitive, and Community Service, were used for analysis. Significant influential factors within the final empirical models differed among the three subgroups providing ``peristence patterns`` that varied by motivational type. |
| Nama Pengarang | : | Donald J. Freeman, Andrew C. Porter |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 403-421 |
| Abstraksi Narasi | : | The purposes of this investigation were to (a) describe teachers` styles of textbook use and (b) examine the overlap between content taugh and textbook content in elementary school mathematics. Using daily teacher logs and a three-dimensional classification system as guides, trained raters generated detailed classifications of all problems presented in books and all content presented to students over the course of an entire school year. The results of analyses of overlap between textbook content and content taught challenge the popular notion that elementary school teachers` content decisions are dictated by the mathematics textbooks they use. In each classroom studied, there were important differences between the curriculum of the text and teachers` topic selection, content emphasis, and sequence of instruction. |
| Nama Pengarang | : | Judith D. Singer, Judith S. Palfrey, John A. Butler, Deborah Klein Walker |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 261-281 |
| Abstraksi Narasi | : | Using independent information collected from the parents and teachers of a stratified random sample of 829 special education students, we compared the classification practices of five major metropolitan school districts . We examined the functional levels of students with the same labels living in different districts and tested whether differences in functional status were associated with the prevalence of the classification. To determine whether special education designations might change if the students lived elsewhere, we reclassified the students in each district`s sample using discriminant functions estimated within each of the other districts (which empirically replicated that district`s classification scheme). We found that (a) functional levels of students classified as mentally retarded, physically/multiply handicapped and hearing impaired differed across districts; (b) district that classified more students as mentally retarded were serving less severely impaired students under this label; and (c) districts were least consistent in their use of mentally retarded and emotionally disturbed designations and most consistent in their use of the hearing impaired and, to a lesser extent, physically/multiply handicapped designations; districts` use of the speech impaired and learning disabled designations fell between these two extremes. |
| Nama Pengarang | : | Edward Pajak, Joseph J. Blase |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 283-310 |
| Abstraksi Narasi | : | This article reports data that provide insight into teachers` perspectives regarding the impact of personal-life factors on their work lives. Openended questionnaires were used to collect data from 200 teachers. The data were analyzed according to qualitative methods for grounded theory research. Thirteen categories reflecting positive and negative effects were identified in the data. These categories are discussed in terms of three general classifications: interpersonal, personal, and socioeconomic. Finally, conclusions and implications are drawn regarding gender as well as personal and professional development issues. |
| Nama Pengarang | : | Moshe Cohen, Margaret Riel |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-159 |
| Abstraksi Narasi | : | Audience considerations play an important role in the development of text by experienced writers but are often nonexistent in the writing of school-age children. The lack of audience awareness found in school writing may index the slow development of the social-cognitive skills necessary to conceptualize different audiences or it may result from the decontextual approach to writing that is prevalent in classrooms. This study examined the quality of students` writing in two audience conditions: to their teacher for term assessment and to a distant peer audience to share ideas. Seventh-grade students wrote two compositions on the same topic, one addressed to peers in other countries via a computer network and the other to their teacher for their semester grade, counterbalanced for order effects. In both conditions, there was significantly higher ratings of the papers written to communicate with peers than those written to demonstrate skill in writing. The findings suggest that the development of functional writing environments to contextualize students` work can be lead to improvements in the quality of students` classroom writing. |
| Nama Pengarang | : | Deborah R. Dillon |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 227-259 |
| Abstraksi Narasi | : | The purpose of this ethnographic study was to construct a description and interpretation of the social organization of one rural secondary, low-track English-reading classroom, using an inductive analysis of the actions of, and interactions between, the low socioeconomic, predominantly black students and their white male teacher. Field notes and interview data were triangulated with secondary data to generate a description of the social organization and a partial theory of the teacher`s actions when working with low-track, at-risk students. Results from the interpretation of the data revealed that the teacher`s effectiveness was defined by his ability to do the following: (a) create a culturally congruent social organization in his classroom that accounted for the cultural backgrounds of his students, and (b) vary his teaching style to allow him to effectively communicate with his students during lesson interactions resulting in increased opportunities for student learning and improved student attitudes toward learning and school in general. |
| Nama Pengarang | : | Herbert W. Marsh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 191-225 |
| Abstraksi Narasi | : | Sex differences in the development of verbal and mathematics constructs (achievement, attitudes, and course selection) were examined with the High School and Beyond (HS&B) data. Longitudinal path models were tested using both multiple regression and structural equation modeling. Sex differences were typically small and determinants of the verbal and mathematics constructs were similar for boys and for girls. Because the HS&B data were recently collected and nationally representative, these findings suggest that stereotyped sex differences favoring boys in mathematics and girls in verbal areas are diminishing. The results also added to a growing body of research demonstrating the content specificity of academic affects. As predicted by Marsh`s internal/external frame of reference model, mathematics and verbal attitudes were nearly uncorrelated, better mathematics skills were associated with poorer verbal attitudes, and better verbal skills were associated with poorer mathematics attitudes. |
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