| Nama Pengarang | : | William E.Nagy, Richard C. Anderson, Patricia A. Herman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-270 |
| Abstraksi Narasi | : | This study investigated incidental learning of word meanings from context during normal reading. A total of 352 students in third, fifth, and seventh grades read either expository or narrative passages selected from gradelevel textbooks, and after six days were tested on their knowledge of difficult words from the passages. Small but reliable gains in knowledge of words from the passages read were found at all grade and ability levels. Effects of word and text properties on learning from context were examined in some detail. Word properties investigated included length, morphological complexity, and part of speech. Text properties included the strength of contextual support for each word, readability as measured by standard formulas, and several measures of density of difficult words. Among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were most strongly influenced by the proportion of unfamiliar words that were conceptually difficult and by the average length of unfamiliar words. |
| Nama Pengarang | : | Willis D. Copeland |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 219-236 |
| Abstraksi Narasi | : | A computer-administered test battery was created to collect measurements of teachers` multiple-attention and vigilance skills that are hypothesized to be related to successful classroom management. Measurements from this battery were tested for correlations with observed teacher management behavior and student on-task behavior. Results are discussed in terms of models that explain teacher interactive decisionmaking and in terms of prospects for implementing recommendations for classroom management. |
| Nama Pengarang | : | H. Lee Swanson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-170 |
| Abstraksi Narasi | : | Based on a three-stage model of memory coding, comparisons were made between reading ability groups on their serial recall of pictorial information. In Experiment I, learning disabled and skilled readers viewed pictures of low and high verbal codable shapes without names or with names either "matched" or "mismatched" with respect to the shape`s form. Regardless of the shape codability, both types of name-training conditions improved skilled readers` recall, whereas disabled readers exhibited better recall for unnamed shapes. Experiment 2 compared the two ability groups on recall of shapes codability, both types of name-training conditions involved labels low in meaningfulness. No ability group differences emerged. Taken together, the two experiments suggest that skilled readers` interdependent coding operations are related to the activation of a semantic system from long-term memory. In contrast, disabled readers` multiple coding operations represent difficulties in coordinating verbal information between two independent memory storages (i.e., short-term and long-term) as well as a bias for processing information through a visual route. In Experiment 3, learning disabled readers were divided into high (LD-HV) and low (LD-LV) vocabulary (lexical) subgoups. No significant difference in recall was found between skilled and LD-HV readers on the name-training condition. Both ability groups were superior in recall to the LD-LV readers. In contrast, the LD-LV readers were superior on the unnamed conditions when compared to the other ability groups. The results suggest that interdependent coding operations in disabled readers occur when their semantic memory system has access to highly developed lexical codes. |
| Nama Pengarang | : | Ernest T. Pascarella, John C. Smart, Corinna A. Ethington, Michael T. Nettles |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 49-77 |
| Abstraksi Narasi | : | This study estimated the influence of college on student academic and social self-concept within the structure of a causal model. The sample was 4,597 students who enrolled in 379 four-year colleges and universities in 1971, and who were followed for 9 years. Separate estimations of the model were conducted for black and white men and women. The findings suggest that academic and social experiences during college have significant direct effects on self-concept development even when precollege traits, the characteristics of the institution attended, and post-collegiate experiences are taken into account. Apart from measures of 1971 self-concept, the major influence of both student precollege characteristics and the structural characteristics of the institution attended was mediated b the student`s collegiate and post-collegiate experiences. With a few expections, the factors influencing academic and social self-concept were quite similar for race and gender. What differences did exist, however, were found largely in those variables assessing the academi and social experience of college. |
| Nama Pengarang | : | Ralph T. Putnam |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-48 |
| Abstraksi Narasi | : | This study examined how six experienced teachers acquired information about students` knowledge and used that information to adjust their instruction while tutoring. Each teacher tutored five simulated students and one live student in the algorithm for whole number addition. A diagnostic/ remedial perspective in which the teacher forms a detailed model of the individual student`s knowledge and misconceptions was assumed in the early stages of the study, but did not describe adequately the tutoring of the teachers. Diagnisis was not their primary goal. Rather, each teacher appeared to move through a curriculum script--a loosely ordered but well defined set of skills and concepts students were expected to learn, along with the activities and strategies for teaching this material. |
| Nama Pengarang | : | Peter G. Carpenter, John A. Fleishman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 79-105 |
| Abstraksi Narasi | : | Using data gathered as part of a study of young people`s early career attainments, this paper examines factors that influence Australian high school seniors` plans to attend college and their actual entry into college. The paper applies the Fishbein-Ajzen (1975) model of attitude-behavior relations to the particular issue of the link between intentions to continue school and the realization of those intentions. Results show that the Fishbein-Ajzen model provides a useful, but incomplete, representation of the educational attainment process. In accord with the Fishbein-Ajzen model, favorable attitudes toward higher education, parental encouragement, and friends` college plans all lead to the information of intentions to enter college. Intentions, in turn, predict actual college attendance. Other results, however, suggest revisions in the Fishbein-Ajzen model. In particular, college entry was affected by attitudes toward college, academic achievement, and parental encouragement, over and above the effect of intentions. Moreover, behavioral intentions were shaped by academic achievement and by perceived academic ability, in addition to attitudes and perceived social norms. Finally, evidence was obtained that several variables in the model, such as gender and perceived parental encouragement, have interactive effects on college plans and college attendance. The results lend support to Liska`s (1984) argument that social-structural opportunities and resources must be considered when applying the Fishbein-Ajzen model to behaviors such as entry into higher education. |
| Nama Pengarang | : | Ceil Lucas, Denise Borders |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 119-141 |
| Abstraksi Narasi | : | A suit filed in 1977 on the behalf of preschool and elementary school children living in Ann Arbor, Michigan alleged that the children`s home and community language impeded their equal participation in instructional programs and that the school had not taken appropriate action to overcome the barrier. The focus of the case was on reading instruction, and the role of dialect in classroom discourse was not at issue. There are few studies, however, that present formal linguistic evidence for communication problems in everyday classroom interaction in classrooms where children are dialect speakers. This paper describes such a study. It is based on extensive videotaped, audiotapes, and observational data collected in a Washington, DC elementary school. A wide variety of events was observed and recorded in a kindergarten, fourth, and sixth grade classroom, including whole group lessons, small groups with and without the teacher (both of an academic and non-academic nature), and one-on-one interaction. This paper briefly examines the issues and problems encountered in coding language functions, and discusses the overall project findings and conclusions, with examples drawn from representative portions of the data base. It is suggested that the development of functional language skills and of situationally appropriate language use precluded the occurrence of interference in the classrooms observed. |
| Nama Pengarang | : | Sarah E. Peterson, James S. DeGracie, Carol R. Ayabe |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 107-118 |
| Abstraksi Narasi | : | This study examined the long-term impact of retention/ promotion decisions on the academic achievement of primary grade students. First-, second-, and third-grade retainees were matched on several variables with same-age students who were not retained. Results of same-year comparisons indicated that retained students significantly improve their relative class standing by the end of the retained year, and in some cases they maintain this advantage over a 2-year period; however, after 3 years there are no differences between retained and promoted students. Comparisons of same-grade retainees experience more sustained benefits from retention, although these benefits are delayed one year. |
| Nama Pengarang | : | Sorel Cahan, Daniel Davis |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-12 |
| Abstraksi Narasi | : | The universal nature of school attendance precludes the experimental investigation of the absolute effect of schooling on achievement. The available empirical evidence consists of the results of post hoc analyses of the within-grade-level relationship of students`achievement of the quality and and quantity os schooling. This paper suggests a between-grade-levels quasi-experimental approach to the investigation of school`s effect on achievement, involving the estimation of this effect by means of a regression discontinuity design. The paper presents the rationale underlying the suggested approach and demonstrates its application to the estimation of the effect of schooling at graden 2 on achievement in mathematics and reading comprehension. |
| Nama Pengarang | : | GARY A. GRIFFIN, SUSAN BARNES |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 572-586 |
| Abstraksi Narasi | : | A quasi-experimental, treatment-control group investigation was designed to test the effects of introducing research finding from effective teaching and school leadership into ongoing school settings. Research findings were translated into observable staff developer and teacher behaviors. Following 5 days of training 3 weeks prior to the beginning of school, treatment staff developers implemented self-designed plans to increase effective teaching behaviors. Both staff developers and teachers recorded journal entries, and teachers were observed. Based on staff developer journal entries, a significant treatment effect was found for the transfer of all staff developer behaviors. Based on classroom observations, a significant treatment effect was found for teacher behaviors in 4 of 10 categories of effecttive teaching behaviors: academic planning and preparation, academic presentation, organizing for classroom management, and presentation of rules and procedures. |
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