| Nama Pengarang | : | David A. Cole, Terri Vandercook, John Rynders |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 415-439 |
| Abstraksi Narasi | : | Two types of school-based programs were implemented of facilitate the social integration of normal children and children with severe mental handicaps. The programs were a Special Friends program (Voeltz et al., 1983) and a Peer Tutoring program (Kohl, Moses, & Stettner-Eaton, 1984; Stainback, Stainback, & Hatcher, 1983). The dyadic social interactions that evolved during the course of these programs were compared in three contexts: (a) during the actual program, (b) during a free play session, and (c) during a tutorial session. Reciprocity and complementarity (i.e., the degree to which partners evidenced equal or disparate rates of certain behaviors) between members of each dyad were assessd. Results indicated that interactions occurring during Peer Tutor programs were highly unbalanced, whereas those occurring during Special Friends were balanced for some behaviors and unbalanced for others. Some of these differences were found to generalize of free play probe conditions. Social validation of these differences was obtained through questionnaires completed by teachers, observers, and the nonhandicapped children themselves. Implications for future integration and research are discussed. |
| Nama Pengarang | : | Patrick Shannon, Edward J. Kameenui, James F. Baumann |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 441-462 |
| Abstraksi Narasi | : | This study examined second-, fourth-, and sixth-grade children`s abilities to recall and to answer questions concerning character motives after listening to or reading nine fables that were divided equally, according to the explicitness of the character motive, into three categories: textually explicit, textually implicit, and scriptally implicit. Separate 3 x 2 x 3 ANOVAs with repeated measures for each of four dependent measures (recall of character motives, and questions concerning important details) revealed no statistically significant difference for mode of input across dependent measures, a statistically significant difference for grade level (6>4>2) on questions concerning character motives, and a statistically significant difference among text types (TE>TI or SI). A descriptive analysis of students` overall performance revealed that elementary grade students had considerable difficulty comprehending character motives in fables, suggesting that character motives may not be central to young children`s understanding of stories. A discussion is offered to explain these results within the context of other research and to make suggestions for further research. |
| Nama Pengarang | : | Corinna A. Ethington, Lee M. Wolfle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 157-175 |
| Abstraksi Narasi | : | To increase women`s representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women`s share of the initial mathematical/scientific pool or reduce attrition from the pool. Current reseach indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women`s choice of undergraduate fields of study by proposing a structural equation model indicating hypothesized patterns of effects. Although no academic performance measure influenced field of study choice, the number of mathematics and science courses taken in high school was the predominant factor in the model. It had the greatest direct influence on field of study and served as the mediating variable for all indirect influences. Other significant effects were exerted by the initial choice of a quantitative field of study as a high school sophomore and student background characteristics and attitudes. |
| Nama Pengarang | : | Herbert W. Marsh, Ian D. Smith, Margaret Marsh, Lee Owens |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-269 |
| Abstraksi Narasi | : | Two single-sex (SS) high schools serving the same neighborhood were reorganized to form two coeducational (coed) high schools. Seft-concept was measured for all students in grades 7-11 in each of 4 years that spanned the pretransition (Year 1), the transition (Year 2), and the post-transition (Years 3 and 4). For both boys and girls there was clear increase in multidimensional self- concepts from the pretransition to the posttransition, despite a small decrease in self-concepts for students attending coed classes during the transition year. Sex differences in specific areas of self-concept--those favoring boys and those favoring girls--were unaffected by the transition. Achievement grades from the statewide School Certificate reference examination, awarded to all students at the end of grade 10, were monitored for the same 4 years. Across the 4 years of the study there were no significant differences in either mathematics or English achievement. Girls performed substantially better than boys in English and relatively poorer in mathematics, but the sizes of these differences were unaffected by the transition. The results of the present investigation suggest of the benefits of transition to coeducation for both boys and girls in multiple dimensions of self-concept that are not at the expense of academic achievement. |
| Nama Pengarang | : | Raymond Buriel, Desdemona Cardoza |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 177-192 |
| Abstraksi Narasi | : | The present investigation examines the relationship of Spanish language background to achievement among first-, second-, and third-generation Mexican American high school seniors. The effects of students` and mothers` aspirations were also examined. The data used in this study were from the first phase of the High School and Beyond (Jones et al., 1982) study. Achievement measures included standardized tests of math, reading, and English vocabulary. Four Spanish language variables were also included. These were as follows: mother tongue, home language, oral proficiency in Spanish, and Spanish literacy. Socioeconomic background variables included both father`s and mother`s education and family income. Consistent with previous research, students` aspirations showed the strongest positive relationship to achievement for all generational groups. Although Spanish language background showed practically no relationship to achievement for first- and second-generation students, the linguistic variables showed mixed effects for third-generation students. In general, Spanish language effects on achievement were minimal, thus arguing against the position that Spanish impedes the academic achievement of Hispanic students. |
| Nama Pengarang | : | Suzanne Lane, John R. Bergan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 271-283 |
| Abstraksi Narasi | : | The effects of instructional level, teacher`s knowledge of Children`s ability, amount of teacher-initiated activity, and age on language ability were investigated. The subjects were 597 Head Start children ranging from 3 years to 6 years, 5 months. Instructional level and language ability were measured on the same scale using the two-parameter Item Response Model. This made it possible to compare directly the child`s ability level and the instructional level. The relationship between the instructional variables and language ability was examined by using multiple regression equations in a structural equation model. The results indicate that instructional level, accuracy of teacher`s knowledge of children`s skills, amount of teacher-initiated activity, and age have a direct effect on children`s language ability. |
| Nama Pengarang | : | Brenda H. Manning |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 193-212 |
| Abstraksi Narasi | : | The intent of this investigation was to apply Meichenbaum`s (1977) theory of cognitive behavior modification (CBM) to 30 first graders and 25 third graders who were exhibiting inappropriate classroom behaviors. Subjects were randomly assigned to experimental and control groups by grade level. The primary objective was to investigate CBM treatment effects on classroom behavior as measured by teacher ratings and treatment-blind observers of on-task ratings and locus-of control scores. Data were analyzed using independent t tests to compare differences between experimental and control groups, with teacher ratings, observable behaviors, and loci of control serving as the dependent measures. Posttest scores for the three measures yielded significant effeacts for the CBM (self-instructional) experimental group at immediate and delayed assessments. Findings indicate that CBM may be considered as a classroom management option for regular education. |
| Nama Pengarang | : | Drora Kfir |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 213-236 |
| Abstraksi Narasi | : | Two important attributes that tend to interact with achievement in determining an individual`s status are sex and ethnic group affiliations. Accordingly, it was hypothesized that achievement and aspiration differences would be found between the sexes within different ethnic groups in society and that in some cases there would be a sex-ethnic origin interaction, meaning that gender differences would vary by ethnic group. After controlling for socioeconomic status (SES) and ability, social sex roles and the process of identifying with them were expected to explain the differences between boys and girls in achievements and aspirations. Such differences were found in the discontinuity of girls` achievements in high school (teacher evaluations, grouping and tracting, getting into the academic track, number of school years--all girls` advantages) and their early status attainment as it is expressed in cognitive achievement and educational and occupational aspirations at age 17-18. |
| Nama Pengarang | : | Carol A. Carrier, Michael D. Williams |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 285-306 |
| Abstraksi Narasi | : | One hundred fourteen sixth grades participated in a study designed to test the effects of a learner-control strategy involving choice of elaborative material in a computer-based tutorial. An Options treatment in which children were allowed to choose a variety of types of elaborative material was contrasted with two program-control treatments, including one in which all the elaborative material from the Options treatment was mandatory (Full treatment) and the other in which students saw only a core presentation but no elaborative material (Lean treatment). A second variable in the study was level of task persistence. Four levels of task persistence were created based on initial task behavior. Students within each of these four task persistence groups were randomly assigned to one of the three treatment groups. A multivariate repeated measures analysis of covariance (using reading ability as the covariate) was conducted on immediate and retention posttests. Results showed that under both program-control treatments, persistence was curvilin-early related to performance; that is, extremely high and low persistence groups performed more poorly than did medium persistence groups. Under the learner-control treatment, however, the highest task persistence groups performed best. Additionally, when amount of material seen was controlled for, the learner-control treatment group outperformed the program-control groups. |
| Nama Pengarang | : | Mark A. Smylie |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-30 |
| Abstraksi Narasi | : | The purpose of this study was to examine previously unexplored relationships among the organizational contexts of schools and classrooms, teachers` phychological states, and change in individual teacher practice through staff development unassociated with school or district innovation. A path model, based on theories of individual behavior and change within organizations, is presented and tested using a sample of teachers who voluntarily participated in a staff development program aimed solely at improving individual teacher practice. The findings from the path analysis suggest that, in the absence of organizational foci and pressures for change associated with school or district innovation, individual change is a direct function of personal teaching efficacy. The findings suggest indirect influences on individual change of teachers` certainty about instruction. The implications of these findings for efforts to enhance individual teachers` practice are discussed. |
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