| Nama Pengarang | : | Thomas E. Scruggs, Margo A. Mastropieri |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 311-327 |
| Abstraksi Narasi | : | Past research has documented the effectiveness of various elaborative techniques, such as the keyword method, in facilitating the initial acquisition and retention of isolated facts. However, little research exists in which different elaborative techniques have been incorporated within a comprehensive model for teaching all relevant information within a specific curricular domain. In the present investigation, a system of reconstructive elaborations was developed to adapt elaborative systems to different levels of concreteness of information as well as different levels of meaningfulness (or familiarity) to the learner. Such elaborations were developed for text-book information on World War I. This information was then taugh individually to 30 mildly handicapped adolescents, who had been assigned at random to experimental or control conditions. Students in the experimental condition outperformed students in the control condition by a factor of nearly 2:1 on an immediate production test, and maintained a statistically significant advantage over 3-4 day delay interval on an identification test. Implications for content area instruction of difficult-to-teach students are provided. |
| Nama Pengarang | : | Sandra Hollingsworth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 160-189 |
| Abstraksi Narasi | : | This is a report of the first year of a longitudinal study to investigate changes in preservice teachers` knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students` learning through text. Researchers interviewed and observed 14 elementary and secondary preservice teachers as they entered the teacher education program, attended reading classes at the university, then taught reading in school classrooms. These qualitative data were analyzed to determine (a) the patterns of intellectual change from novice preservice teacher to begining classroom teacher; (b) the personal, program, and contextual influences or constraints on that change; (c) the role of the cooperating teacher and university supervisor in supporting intellectual change; and (d) the nature of prior beliefs on identity maintenance while learning. Findings include the importance of understanding preservice teachers` prior beliefs to inform supervision and university course design , the value of cognitive dissonance in practice teaching contexts, the need to routinize classroom management knowledge before attending to subject-specific pedagogy, and the importance of the academic task as part of the teaching knowledge base. |
| Nama Pengarang | : | Margareta A. Claesson, Richard A. Brice |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-23 |
| Abstraksi Narasi | : | A series of in-depth interviews was used to document how 18 kindergarten through 3rd grade teachers who were also mothers of young children (teacher/mothers) perceived the effects of their dual role. During Phase I, informants described aspects of the teacher/mother role. The constan comparative method was used to analyze the data and identify recurring themes. In phase II, a structured 4-part interview schedule was used to investigate in more detail how expectations, the most prevalent theme, affected the participants. Responses to limited-choice questions in Phase II were assigned a rank order on the basis of averagesof ratings for individual items. Three major conclusion were reached. First, the informants believed that the roles complemented each other and that the role interactions were mainly beneficial. Five specific advantages of the dual role were identified. Second, expectations involving both roles were seen as ambiguous, and in certain circumstances, unrealistically high. Ten specific problem areas were listed in order of importance to the informants. Thisrd, the teacher/mothers believed that they had gained insights and learned strategies for coping with and benefiting from their dual role. Six specific strategies were described. The results were discussed in terms of their support for previous studies, as an impetus for further research and their practical application in the professional development of teachers. |
| Nama Pengarang | : | Anne L. Cummings, Harry G. Mqrray, Jack Martin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-43 |
| Abstraksi Narasi | : | This study investigated social problem solving and cognitive style (field independence-dependence) in a sample of 70 teachers taking a summer course in counseling. To examine social problem solving , protocol analysis was utilized to determine how adults solved ill-defined interpersonal, intrapersonal, complex, and simple problems. Problem situations were scored for eight problem-solving elements (e.g., strategy, evaluation), three problem-solving processes (sequential, wholistic, simultaneous), and three problem-solving styles (analytical, affective, behavioral). Results indicated that participants used more analysis and evaluation of self on intrapersonal problems, whereas on interpersonal problems they empoyed more evaluation of strategies. On simple problems, participants utilized more strategies, elaborations, and problem statements, whereas on complex problems they utilized more analysis, evaluations, and feeling statements. Educational implications of these results are explored. |
| Nama Pengarang | : | Panayota Mantzicopoulos, Delmont C. Morrison, Stephen P. Hinshaw, Estol T. Carte |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 107-121 |
| Abstraksi Narasi | : | The role of cognitive, perceptual, visual-motor, behavioral, achievement, and demographic factors affecting nonpromotion at kindergarten was examined in a sample of 34 nonpromoted and 34 promoted kindergarten children of a suburban area in Northern California. The major findings of the study, part of a longitudinal follow-up study, indicated that retained students were more likely to be male, of younger age, and lower socioeconomic status. In addition, retained students had lower IQ and preacademic achievement test scores and demonstrated increased problems in the areas of visual-motor integration, perceptual organization, and behavior. A discriminant analysis indicated that perceptual problems, inattention, age, preacademic reading achievement, sex were factors that provided the maximum differentiation between retained and promoted students at the end of kindergarten. The findings are suggestive of interventions that may prove beneficial in preparing retained children for entry into first grade. |
| Nama Pengarang | : | Edward Pajak, Carl D. Glickman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 93-106 |
| Abstraksi Narasi | : | Two studies are reported that were designed to determine if teachers and supervisors discriminate among three different types of direct supervisory communication (information only, information with suggestions, and information with directives) in instructional improvement conferences. Thirty teachers in the first study and 133 supervisors in the second study were randomly assigned to three experimental groups according to the Latin Squares design. Each experimental group viewed videotapes that simulated supervisory conferences. Each conference differed according to degree of informational versus controlling language. Subjects` perceptions of supportiveness, authencity, loyalty, trust, and productivity were measured after each conference. Data were analyzed using a repeated measures analysis of covariance with a priori orthogonal comparisons. Differences in perceptions toward the three conferences were found for every measure among both teachers and supervisors. The order of preference for both groups was as follows: the conference offering information with suggestions was rated highest, information only was favored next, and information with directives was favored least. Findings are discussed in terms of communication theory along with implications for supervision and future research. |
| Nama Pengarang | : | Barbara Fresko, Michael Chen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 122-140 |
| Abstraksi Narasi | : | Path analysis was employed to examine the effects of tutor-tutee ethnic similarity, tutor expertise variables, and perceiced goal attainment variables on the satisfaction of college student tutors of disadvantaged elementary school children. Hypotheses were based upon theories of job satisfaction, role modeling, and intragroup conflict, as well as upon past research. Data were collected by mailed questionnaires from 425 tutors participating in a large-scale tutorial project. Results showed the major factor directly influencing satisfaction to be the extent to which tutors felt they had achieved project goals. Ethnic similarity had an indirect impact, whereas expertise manifested both direct and indirect effects. |
| Nama Pengarang | : | Maribeth Gettinger |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 73-91 |
| Abstraksi Narasi | : | Baseline estimates of time spent in learning and time needed for learning were obtained for 118 thrird-grade children on tasks that included short reading passages and 10-item criterion tests. Two groups of children were identified on the basis of baseline measures-children who spent less time than needed to learn the task (Group 1; n = 63) and children who spent as much time or more time than needed (Group 2; n = 55). For both groups, time spent and time needed were manipulated through the use of incentives. Maximizing time spent resulted in significantly higher 1-day retention scores for Group 1, but had no effect on retention for Group 2. Minimizing time needed yielded higher retention for both groups. Results are discussed in the context of recent research on instructional time and student achievement. |
| Nama Pengarang | : | V. Lee Hamilton et.al |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44-72 |
| Abstraksi Narasi | : | Japanese and American teachers` attempts to socialize children and their students` judgments of norms were examined across four domains of calssroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers` communication it is characterized by after-the-fact negative responses to misbehavior or poor performance. Aspiration refers to encouragement of top performance and is chracterizedby teacher` emphasis on positive feedback, stress on persistence toward goals, and attributions to effort. Communication was coded for its reactivity. feedback quality, use of explanations and sanctions, and types of attributions in 10 Japanese and 9 American fifth grade classrooms. Children`s assessments of norms` importance, their assignments of credit and blame to others, and their feelings about personal adherence to and violation of norms were also obtained. Compared to American teachers, Japanese teachers stressed academic prosedures that promote good work habits, and their communication about explanation, attributions, and sanctions more closely resembled a morality of aspiration. Compared to American children, Japanese children stressed the importance of academic procedures; they also appeared more willing to apply standards of duty to their own behavior, feeling bad about violations of norms to a greater extent than they felt good about adherences. This paper concludes by discussing implications of these findings for the quality of citizenship and scholarship in Japanese and American schools. |
| Nama Pengarang | : | Joseph Guttmann, Nehemia Geva, Shelly Gefen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 555-571 |
| Abstraksi Narasi | : | The main purpose of the present study was to investigate how teachers` and schoolmates` judgments of a child`s academic, emotional, and social functioning are influenced by the knowledge that his or her parents are divorced. One hundred four teachers and 120 seventh- and eighth-grade students were shown the same film of a child engaging in a variety of activities. The target child was introduced as either a boy or girl and as living either with both parents or with a divorced mother. The results showed a more negative evaluation of the child of divorced parents by both teachers and students on all three judgment dimensions. The results also showed meaningful patterns of selective and inferential memory of the facts, which varied according to the subject`s beliefs as to the material status of the target child`s parents. |
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