| Nama Pengarang | : | John P. Rickards, Brent D. Slife |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 635-641 |
| Abstraksi Narasi | : | Recent theory suggests that skilled readers attempt to identify the rhetorical structure of a passage and then use it to encode and retrieve text information. While a comparison structure normally yields more recall than a collection structure, we reasoned that rote learning-oriented high dogmatics may recall better with a simple collection structure and conceptual learning-oriented low dogmatics may recall better with the more organized comparison structure. Using 44 high and 44 low dogmatic college-age learners, the results indicated an interaction between dogmatism and rhetorical structure that was generally supportive of our hypothesis. |
| Nama Pengarang | : | Alexis L. Mitman, John R. Mergendoller, Virginia A. Marchmon, Martin J. Packer |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 611-633 |
| Abstraksi Narasi | : | The instruction of 11 seventh-grade life science teachers was observed to determine the extent to which they made linkages between science content and its societal, reasoning, historical, or attitudinal implications. Such linkages were hypothesized of facilitate students` scientific literacy. Data on students` perceptions of teacher instruction and scientific literacy outcomes were also gathered Results showed that (a) teachers rarely or never addressed the noncontent components of science in their presentations and academic work assignments; (b) students perceived content as the prominent focus of their teachers` instruction; and (c) teachers` references to the noncontent components were unrelated to growth on all but one student outcome, where the association was negative. Altogether, the results indicate a large gap between scientific literacy as a normative goal of science instruction and current teaching practice. Furthermore, natural levels of reference to the noncontent components may be of such low frequency and quality as to preclude empirical tests of their effectiveness. |
| Nama Pengarang | : | JosePh J. Blsse |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 589-610 |
| Abstraksi Narasi | : | The study reported in this paper examines teachers` perspectives on effective school leadership. Formal interviews, both unstructured and structured, and informal interviews were used to collect data from teachers in one urban high school in the southeastern United States. Data were collected and analyzed according to guidelines for grounded theory research. This article describes factors teachers identified with effective school principals and the impact of these factors on the teachers and their relationships with other faculty, students, and parents. The research data are discussed briefly in terms of their implications for leadership training and research. |
| Nama Pengarang | : | James S. Catterall |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 521-540 |
| Abstraksi Narasi | : | An experimental study was conducted to investigate the effects of an invensive group counseling workshop on low-achieving high school students. Participants and controls were drawn from a pool of youngsters who had failed two or more of their classes in the previous school term. Pre- and post-measures on school performance and participation variables were probed with analyses of covariance (ANCOVA). The treatment effects were generally negative but not significant. In addition to school performances, measures of attitudes and self-perceptions were obtained using the Wisconsin Youth Survey. These scales suggest plausible explanations for the lackluster outcomes of the intervention, chiefly the substantial bonding of group members to each other and their ensuing alienation from regular school activities. |
| Nama Pengarang | : | Ann Weaver Hart |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 479-503 |
| Abstraksi Narasi | : | Interest in teaching career attractiveness and school effectiveness has spawned a variety of incentive packages across the country. Career ladders are part of this move to reform teaching. Though career ladders can be a significant change in the way teaching work and careers are organized, they take a variety of forms A study of a career ladder designed to affect the work structure and career opportunities of teachers was designed to examine the redesign effect on teacher attitudes about their work and careers. Factors associated with teacher attitudes were examined, as well as differences in attitudes between teachers at various career stages, level of participation in the change, and level of teaching. Teachers were found of differ in their responses to career ladder work efforts, the impact of the reform on the work of schools, peer supervision, career grawth opportunities, and the stability of career opportunities. The implications of the research for the future structure and assessment of teacher career ladder job redesign efforts and the target populations they are aimed at are discussed. |
| Nama Pengarang | : | Patricia A. Alexander, C. Stephen White, Patricia A. HaenslY, Mary Crimmins-Jeanes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 387-404 |
| Abstraksi Narasi | : | Two experiments involving a componential approach to analogy training were conducted. The analogy training was organized in two phases: a short-term intensive phase, and an extended period of intermittent instruction. In Experiment I, direct effects of analogy training and the far transfer to inferential comprehension were assessed for fourth graders of average reading ability. Results demonstrated a significant, positive effect for training on students` performance of verbal analogy problems of the form A:B::C:?, but no significant effect on students` inferential comprehension. In Experiment 2, direct effects and near transfer of training were examined. Subjects in Experiment 2 were gifted eighth graders and average-ability tenth graders. Results demonstrated both significant direct effects on students` performance of verbal analogies of the form A:B::C:? and near transfer to verbal analogies of the form A:B::?:?. Implications for in-class training and for reading/ language arts instruction are discussed. |
| Nama Pengarang | : | Nina S. Mounts, Jaipaul L. RooPnarine |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 463-476 |
| Abstraksi Narasi | : | Recent theoretical propositions and some research findings suggest that children may acquire unique adaptational advantages through mixed-age socialization. To further examine these claims, children`s social-cognitive modes of play and peer responses to them were observed in two classrooms of 3-year-olds, in two classrooms of 4-year-olds, and in two mixed-age classrooms of 3- and 4-year-olds. Observations were conducted during 10 5-minute sessions during indoor free-play periods. Analyses revealed developmental differences in play patterns in same-age but not in mixed-age classrooms. Three-year olds in mixed-age classrooms were more likely to engage in "complex" modes of play 3-year-olds in same-age classrooms. There were no program or age differences in the number of different dramatic themes used by children. Whithin in mixed-age classrooms, interactive modes of play were dispersed somewhat evenly across age/sex groups. The data are discussed with respect to the implications of mixed-age preschool classrooms for attaining educational goals. |
| Nama Pengarang | : | Kathleen V. Hoover-Dempsey, Otto C. Bassler, Jane S. Brissie |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 417-435 |
| Abstraksi Narasi | : | The study tested the hypothesis that varying levels of parent involvement would be related to variations in qualities of school settings, specifically school socioeconomic status, teacher degree level, grade level, class size, teachers` sense of efficacy, principal perpections pf teacher efficacy, organizational rigidity, and instructional coordination. Teacher (n=1,003) and principal (n=66) reports and perceptions of the variables of interest were assessed in a sample of 66 elementary schools distributed across a large mid-Southern state. Stepwise multiple regression analyses revealed that various combinations of the predictors accounted for significant portions of the variance in all parent involvement outcomes: parent conferences (52%), parent volunteers (27%), parent home tutoring (24%), parent involvement in home instruction programs (22%), and teacher perception of parent support (41%). Variables most consistently involved in outcomes were teacher efficacy and school socioeconomic status. Results are discussed with reference to parent-teacher role complementarity and implications for increasing productive interconnections between parents and schools. |
| Nama Pengarang | : | Elisha Babad, Frank Berieri, Robert Rosenthal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-415 |
| Abstraksi Narasi | : | This paper presents a relatively context-free method of assessing teacher behavior. The context is removed through the use of extremely brief (10-second) clips of videotaped teacher behavior, separated into isolated nonverbal and verbal channels. This method makes it possible to trace subtle within-teacher differences in isolated visual and verbal channels, such as the face, the body, speech content, and tone of voice, as well as to compare teachers who work in disparate educational contexts. To examine a commonly held belief about the relatively high quality of Israeli preschool teachera, samples of preschool, remedial, and elementary school teachers were videotaped, and brief clips were rated on 10 scales by 15 judges. Following a principal component analysis, the 10 rating scales were reduced to three interpretable factor-based scores. The groups of teachers did not differ in their "active teaching behavior"---a composite score consisting of task-orientation, clarity, dominance, and activity/energy/enthusiasm. The groups differed in " nondogmatism" (ratings of teacher as democratic, flexible, and warm) and "negative affect" (ratings of teacher as hostile, condescending, and tense/nervous/anxious) manifested in their behavior. For these composite variables, a clear linear trend was observed, with preschool teachers showing least dogmatism and negative affect, and remedial teachers falling between these two groups. Dogmatic behavior was detected in both the face and the verbal channels, whereas negative affect was detected only in the teachers` faces. |
| Nama Pengarang | : | Doris R. Entwisle, Krrl L. Alexander, Doris Cadigan, Aaron M. Pallas |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-364 |
| Abstraksi Narasi | : | This paper employs a large representative sample of Baltimore first graders to examine effects of the amount of children`s kindergarten experience on their first-grade performance. More kindergarten leads to some early positive effects on cognitive status (fall California Achievement Test [CAT] scores, first marks in reading and math), more noticeably for black children than for white. There are some year-end effects of more kindergarten on boys` reading marks, but no lasting effects on CAT scores. More kindergarten also leads to fewer days` absence in first grade. More kindergarten experience does not affect children`s deportment, their personal maturity as estimated by their teachers, their expectations for their own performance, or their parents` expectations for them. It therefore appears that effects of more kinderganten are attributable not to "socializing" children for first grade but to improving their cognitive status. |
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