| Nama Pengarang | : | David Ben-Chaim, Glenda Lappan, Richard T. Houang |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-71 |
| Abstraksi Narasi | : | This study was conducted to investigate differences in spatial visualization abilities and effects of instruction on spatial visualization skills of fifth through eighth grade students by grade, sex and site. About 1,000 students from three sites, representing a wide range of socioeconomic status, participated in the study. The spatial visualization unit engaged students in concrete activities, building and drawing solids made of cubes. The instrument used was the MGMP Spatial Visualization Test, with a test-retest reliability of. 79, and Cronbach`s reliability coefficients for various groups of students ranged from .72 to .86 on the pretest and from 82. to .88 on the posttest. Before instruction, there were significant differences in spatial visualization performance by grade (increasing with age), by sex (favoring boys), and by site (increasing with socioeconomic status). After instruction, and the gain was similar for boys and girls despite initial sex defferences. Retention of effects persisted after a 4-week period and after 1 year. |
| Nama Pengarang | : | Mary Ellen Bleakley, Virginia Westerberg, Kenneth D. HoPkins |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-155 |
| Abstraksi Narasi | : | The effect of the sex of the main character on boys` and girls` reading interest comprehension was studied for 540 students in grade 5. Each student was randomly assigned oneof 18 representative stories from children`s periodicals written at an appropriate readability. There were three stories in each of the three types of stories (mystery, adventure, and humor); each of the nine stories appeared in two versions what were identical except for the sex of the main character. Following in reading of the story, the students completed a measure of interest and two comprehension measures (multiple-choice and cloze tests). Students were classified by sex into three levels of reading, and a balanced five-factor (reader-sex, sex-of-protagonist, ability-level, type-of-story, and story [nested within type-of story]) ANOVA was performed for each dependent measure. A strong sex-of-reader by sex-of-main-character interaction was observed on the interest measure. Boys rated stories much less interesting when the main character was female; girls found stories with male protagonists less interesting, although their preference were much less pronounced. The interaction was evident at each of three levels of reading ability for each story tipe. The interest pattern did not translate into comprehension differences. On the comprehension measures, the sex of the main character had no significant effects--girls outscored boys, but this pattern was not significantly influenced by the sex of the protagonist. |
| Nama Pengarang | : | John Woodward, Douglas Carnine, Russell Gersten |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 72-86 |
| Abstraksi Narasi | : | The purpose of this study was to investigate the effectiveness of a computer simulation in enhancing learning in a unit of health. This study involved 30 mildly handicapped students who were randomly assigned to one of two instructional groups: (a) structured teaching and (b) a combination of structured teaching and computer simulation. Students were taught for 12 consecutive days. The first half of each day`s lesson followed effective teaching practices. The second half was (a) a computer simulation or (b) traditional enrichment and application exercises. Following the last day of instruction, students were tested on basic facts, concepts, and health problem-solving skills. Posttest results indicated significant differences on basic facts and concepts that were reinforced by the simulation (p |
| Nama Pengarang | : | Douglas H. Clements, Bonnie K. Nastasi |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-106 |
| Abstraksi Narasi | : | The present study utilized a naturalistic observational procedure to investigate the occurrence of behaviors that reflect social competence components and information-processing components of problem solving within educational computing environments. Following 14 weeks of training in either Logo programming or computer-assisted instruction-- drill and practice, 48 children were observed working in pairs on the computer. The Logo group exhibited a significantly higher percentage of three social behaviors that have cognitive underpinnings and/or would be expected to occur in problem-solving situations--conflict resolution, rule determination, and self-directed work. The Logo group also exhibited a significantly higher frequency of behaviors indicative of metacognitive (metacomponential) functioning. Theoretical and educational implications are discussed within the study`s social-cognitive and information-processing framework. Findings substantiate the hypothesis that the Logo environment facilitates peer interaction in the hypothesis that the Logo environment facilitates peer interaction in the aid of social problem solving and metacognitive processing. |
| Nama Pengarang | : | Ian Wilkinson, James L. Wardrop, Richard C. Anderson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 127-144 |
| Abstraksi Narasi | : | Results of Leinhardt Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading instruction. Leinhardt et al. examined a causal model of classroom processes influencing reading achievement and showed that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. The present study reanalyzed the Leinhardt et al. data using linear structural equation modeling. We show that students` entry-level reading abilities had a significant direct effect on time spent in silent reading no longer showed a significant effect on posttest reading performace. Under alternative models of the data, these is even the suggestion that time spent in oral reading had more effect on final reading achievement. |
| Nama Pengarang | : | Russell N. Carney, Joel R. Levin, and Charles R. Morrison |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 107-125 |
| Abstraksi Narasi | : | Three experiments were conducted in which the "face-name" mnemonic (e.g., Mc Carty 1980) was adaptedb for use in learnings 30 painting/artist associations, the kind of task one faces in an art appreciation class. While control groups used their "own best method" for learnings who painted what paintings, subjects in mnemonic conditions were given keywords for the artists` names and meaningful interactions between corresponding keywords and paintings. In one mnemonic condition, pen- and-ink sketches of the interactions were provided. A second mnmonic condition provided verbal decrition of the interactions. Undergraduate subjects in mnemonic conditions were better able to match artists and their paintings. Further, subjects using the version of the mnemonic strategy were somewhat superior in an artist-recall task. Similar patterns of results were found on immediate and 2-day delayed performance tasks. Implications of the results, and consideration of the weaker recall effects, are included in the discussion. |
| Nama Pengarang | : | J. David Hawkins, Howard J. Doueck, Denise M. Lishner |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-50 |
| Abstraksi Narasi | : | This paper reports the effects of a package of instructional methods on the academic achievement, behavior, and social bonding of seventh grade students who were low achievers in math. Proactive classroom management, interactive teaching, and cooperative learning methods were included. Low achievers in experimental classrooms showed more favorable attitudes toward math, more bonding to school, greater expectations for continuing schooling, and less serious misbehavior as measured by suspensions and expulsions from school than did their low-achieving control counterparts at the end of one academic year. Among low achievers, significant effects of the end teaching practices were not found for California Achievement Test scores or for self-reported delinquency or drug use. The results suggest that interventions in mainstream classrooms can promote school attachment and deter misbehavior among low-achieving students. The absence of short-term effects on standardized achievement scores suggests possible alternatives to the authors` hypotheses, whereas the absence of short-term effects on self-reported delinquency and drug use was consistent with the authors` hypotheses of delayed effects for these variables. |
| Nama Pengarang | : | Gaea Lcinhardt, Ralph T. Putnam |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 557-587 |
| Abstraksi Narasi | : | A student trying to learn from classroom instruction is confronted with a complex task. The successful student must determine what actions are expected by the teacher and must grasp the intended content of the lesson, connecting and integrating that content with prior knowledge. This paper presents a model of the skills a students needs to have to make sense of a mathematics lesson taught by a good teacher. The model of the learner contains a variety of cognitive competencies: an action system, a lesson parser, an information gatherer, a knowledge generator, and an evaluator. A description of how the model functions during a 2-day lesson sequence provides an empirical example. |
| Nama Pengarang | : | Steven A. Stahl, Charles H. Clark |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 541-555 |
| Abstraksi Narasi | : | To study why discussion appears to improve vocabulary learning, children in two intact classes were divided into three subgoups and taught science vocabulary on 3 successive days. For each lesson, one subgroup was told they would not be called on ans were to learn by listening. Of the other two subgroups, only one was actually called on (Called-on) and the other merely anticipated being called on (Ignored). Two additional classes served as comparison groups. Students in the treatment group generally outperformed those in the two comparison group on the posttests, regardless of condition. Whitin the treatment groups, students in both anticipatory conditions (Called-on and Ignored) significantly outperformed students in the Listening condition on the delayed posttests, but not on the immediate posttest. These results are discussed within the context of a generative model of vocabulary learning. |
| Nama Pengarang | : | Margo A. Mashopieri, Thomas E. Scruggs, Joel R. Levin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 505-519 |
| Abstraksi Narasi | : | Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausability. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links to the reasons` plausibility numbers; and in the no-picture control condition, no illustrations were provided. Consistent with recent theoretical analyses of the different prose-learning functions of pictures, in comparison to the no-picture control condition (a) both nonmnemonic and mnemonic pictures facilitated students` free recall of the reasons in conjunction with their plausibility numbers; and (c) neither mnemonic nor nonmnemonic pictures facilitated students` recall of additional, unpictured, factual information from the passage. No performance differences among conditions were found on a near-transfer task that required reason-plausi-bility judgment. The results are discussed in the general context of illustrations as applied to LD students` learning from text. |
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