| Nama Pengarang | : | Norma C. Ware, Valerie E. Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 593-614 |
| Abstraksi Narasi | : | The process of choosing a scientific major was examined in a nationally representative sample of male and female college students of above-average ability. Science majoring was predicted by different constellations of factors for male and female students. Women who were attending a 4-year college, who reported having been influenced by high school teachers and guidance counselors in making plans for college, and who placed and high priority upon aspects of their future family and personal lives were less likely to major in science than their female peers. High socioeconomic status, positive assessments of their high schools, and attending a 4-year college predicted science majoring for men. |
| Nama Pengarang | : | Sandra E. Miller, Gaea Leinhard, Naomi Zigmond |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 465-487 |
| Abstraksi Narasi | : | This study used ethnographic methodology to explore the academic world of regular and learning disabled high school students to determine what aspects of that world might relate to potential dropout behavior. It was conducted in a high school that was discovered to have a lower dropout rate than anticipated in view of national or local trends. We describe the accommodating nature of this high school that may enhance the ability of students to become and remain academically engaged and hence accounts for the comparatively low dropout rate. This accommodation is described in terms of institutional, classroom, and interpersonal processes that reflect the school`s responsiveness to the needs a students as those needs are perceived by various institutional actors. The effect of these accommodation processes results in a modification of demands made of students and the provision of support for students to enhance their ability to meet those demands. |
| Nama Pengarang | : | John A. Ross |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 573-591 |
| Abstraksi Narasi | : | Previous investigators have found that cooperative learning group approaches to instruction are substantially more effective than methods with competitive or individualistic reward systems in the achievement of computational and recall objectives. The findings for higher order objectives are less clear. Two instructional field experiments were conducted to compare the effects of a cooperative learning group method (Slavin`s Student Teams Achievement Divisions) to a whole-class method on the acquisition of selected social- environmental studies problem-solving skills by grade 4 students. The results showed that both methods outperformed the control and that the cooperative strategy was slightly less effective than the whole-class approach. |
| Nama Pengarang | : | Edwin Farrell, George Peguero, Rasheed Lindsey, Ronald White |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 489-502 |
| Abstraksi Narasi | : | The concerns of students identified as at-risk dropping out of school in an urban setting were studied using innovative ethnographic methods. Students from the subject population were hired to act as collaborators rather than informants and to collect taped dialogues between themselves and their peers. As collaborators, they also participated in the analysis of data and contributed to identifying the research questions of the inquiry. Data indicated that pressure and boredom were most often mentioned as negative factors in the lives of the students, with pressure emanating from social forces outside of school but contributing to boredom inside. |
| Nama Pengarang | : | Daniel Solomon, Marilyn S. Watson, Kevin L. Delucchi, Eric Schaps, Victor Baffistich |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 527-554 |
| Abstraksi Narasi | : | A program designed to enhance children`s prosocial development was conducted in three suburban elementary schoold for 5 consecutive years, focusing primarily on single cohort of children as it moved from kindergarten through fourth grade. Repeated observations were conducted each year to assess program implementation and student interpersonal behavior in classrooms in the three "program" schools and in three"comparison" schoold. Analyses of these observational data revealed significantly higher scores in the program than the comparison classrooms on each of five indices of program- relevant activities and practices: Cooperative Activities, Developmental Discipline, Activities Promoting Social Understanding, Highlighting Prosocial Values, and Helping Activities. Further analyses indicated that students in program classrooms scored significantly higher on two indices of interpersonal behavior: Supportive and Friendly Behavior and Spontaneous Prosocial Behavior. Corroborative data from a second, 2-year cohort in the same schools is also presented. Implicationd of these findings for educational practices that emphasize supportive teacher-student relationships and the provision of opportunities for student decision-making, outonomy, and collaborative interaction are discussed. |
| Nama Pengarang | : | Margaret C. Needels |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 503-526 |
| Abstraksi Narasi | : | A within-class design was used to study process-product relationships between the quality of classroom discourse and student achievement. Six communicative logic variables based on Grice`s Cooperative Principle were identified. Ten sixth-grade teachers taught a 1-hour lesson on light. Students were classified by level of academic aptitude, and lesson content was classified by level of cognitive complexity. For each of the 10 classes, the teacher discourse that was related to specific items on the posttest was analyzed. Statistically significant results in terms of consistency across classrooms were obtained. These results consisted of negative relationships between violations of communicative logic and high-aptitude students` percentage-correct responses on the test items. The value of this design for process-product research is discussed. |
| Nama Pengarang | : | Beth Davey |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 399-414 |
| Abstraksi Narasi | : | This study assessed strategy differences between good and poor readers during reading comprehension assessments employing a text-lookback condition. Sixty good and 60 poor readers read expository passages and responded to responded to free-response items tapping text-explicit information (stated directly in the passage). Subjects were permitted to look back to the passages during question-answering. Responses were analyzed according to the following types of errors: text-based language, reader-based knowledge, and no-response. Several statistically significant effects were noted using both absolute and relative error rates in analyses. Poor readers tended to use strategies related to text-language or would not respond, whereas good readers tended to be more effective overall and to use more reader-based knowledge in responses. Implications are drawn for the characterization of important differences between good and poor readers and for the assessment of reading comprehension processes for different types of readers. |
| Nama Pengarang | : | Mary Lee Smith, Lorrie A. Shepard |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 307-333 |
| Abstraksi Narasi | : | The issues concerning teachers` beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers` beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unreadiness or incompetence, and that elements of the organization of the schools, in which they teach may also account for beliefs and practices. Teachers` endorsement of retention diverges both from extant propositional knowledge and from the perceptions of their interested groups. |
| Nama Pengarang | : | Sandra L. Hanson, Alan L. Ginsburg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 334-365 |
| Abstraksi Narasi | : | In this paper, we use the nationally representative " High School and Beyond" (National Center for Education Statistics [ NCES], 1983) data to examine the relationship between a wide range of values that stress the nation of responsibility and high school students` achievement test scores, grades, discipline problems, and dropout status. We also examine the extent to which students` behaviors outside of school (e.g., watching television, doing homework, reading, and working for pay) mediate the relationship between values and high school outcomes. Two structural equation models--one using attainment levels as outcomes and one using change scores as outcomes-- are analyzed. Results from both models show that when students, their parents, and their peer believe in values and accompanying behaviors that stress responsibility, students have a better chance of achieving success in high school. Values are found to have both direct effects on school outcomes and indirect effects through out-of-school behaviors. The effect of values as a whole is consistently larger than the effect of socioeconomic status (SES) when predicting both level of student performance and changes in student performance. |
| Nama Pengarang | : | Nira Hativa |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 366-397 |
| Abstraksi Narasi | : | Precollege schools use their computers predominantly drill and practice in arithmetic. It has been shown by research to be the most effective application of CAI (Computer-Assisted Instruction). The present study used naturalistic methods to examine differential effectiveness of CAI in arithmetic for high- and low-achieving students. Seven elementary school students with varied backgrounds with regard to socioeconomic status (SES), grade level, type of school, and achievements in arithmetic participated in the study. The study identifies strategies that students use to advance effectively through the levels of the CAI practice with material not yet studied in class. The study also discusses software- and hardware- related errors that students make while working with the CAI system. In many cases, these errors are unrelated to the knowledge of arithmetic. It seems that the low achievers, more than the high achievers, are prone to make these types of errors, which are partly responsible for ineffective CAI work. The study concludes that the higher achieving students observed were much more able than the observed low achievers to adjust to the special environment of computer work and to derive great benefits from it. |
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