| Nama Pengarang | : | DORIS R. ENTWISLE, KARL L. ALEXANDER, DORIS CADIGAN, AARON PALLAS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 587-613 |
| Abstraksi Narasi | : | This paper presents parallel estimates of structural equation models to explain children`s educational attainment over first grade. One set of estimates is based on a 3-school sample drawn in 1971-1977. The other set of estimates is based on a 20-school sample drawn in 1982-1983. The evidence suggests that, within reasonable limits, results are comparable. The models capture some of the social influences that shape children`s academic marks and, to a lesser degree, the influences that shape their conduct marks and self-expectations in both sets of data. The strategies of data collection and modeling used here, which were especially developed for use with young children, have thus stood up to two field trials and to the passage of time. |
| Nama Pengarang | : | STEVEN A. GELB, DONALD T. MIZOKAWA |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 543-557 |
| Abstraksi Narasi | : | Although special education classifications have been frequently divided into ``subjective`` and ``objective`` categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subjective and objective disability with 13 social demographic variables using the 50 states and Washington, DC as cases. Multiple regression analyses using aggregates of social variables as predictors were conducted for classifications that were significantly related to social variables. None of the objective classifications could be related to social structure, but two subjective classifications, educable mental retardation and learning disabilities, were strongly and inversely associated with socioeconomic indicators. These classifications appear to be qualitatively distinct from objective disability classifications. Policy should be changed to direct attention away from presumed deficits of individuals and toward identification and treatment of the full range of factors that may cause mild learning problems. |
| Nama Pengarang | : | CRAIG H. HART, ROBERT SHEEHAN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 668-678 |
| Abstraksi Narasi | : | This investigation was undertaken to examine the differential influence of a traditional and a contemporary playground on preschool-age children`s social, cognitive, and physical play behaviors. The findings provided modest support for less physical play activity in a contemporary playground setting. However, there appears to be little differential playground influence on children`s verbal interaction, social play, and cognitive play behaviors between these two settings. |
| Nama Pengarang | : | SID BOURKE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 558-571 |
| Abstraksi Narasi | : | The mathematics lessons of 63 Year 5 teachers in government elementary schools were observed over a term, and detailed teaching practices recorded. A causal model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed to test the relationships. The teaching practices that varied for classes of different size and that linked class size and mathematics achievement involved class grouping, the number and type of interactions between the teacher and students, teacher questioning, homework practices, and the management of classroom noise. |
| Nama Pengarang | : | DONALD A. HANSEN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 643-659 |
| Abstraksi Narasi | : | This paper explores the schooling effects of discontinuities in the rules of interaction the child experiences in family and classroom. Two fundamental forms of rules are identified: exchange rules of interaction (which define allowed and expected behavior based on relative position, age, sex and/or status differences), and communal rules of interaction (which define desired and appropriate behavior based on interpersonal affinities and attitudes). Data gathered on 196 children in eight elementary school classrooms in suburban New Zealand suggest that families tend to cluster into three general types, similar to those identified by earlier researchers: Cohesive (strong in both types of rules), Coercive (strong in exchange but relatively weak in communal rules), and and Laissez-faire (relatively weak in both). When classrooms are similarly classified, analyses of variance yield significant interactive effects between family and classroom interaction rules on children`s academic grades. These findings suggest (a) that the greater the discontinuity in interaction rules between home and school, the more the child`s academic grades decline, and (b) that children from any type of home can be relatively advantaged in some classrooms and relatively disadvantaged in others, Implications for further research and theory development are discussed. |
| Nama Pengarang | : | AAGE B. SORENSEN, MAUREEN T. HALLINAN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 519-542 |
| Abstraksi Narasi | : | This paper applies a theory of growth in academic achievement to the study of the effects of ability grouping on reading achievement. The theory sees students` ability and effort determining how they utilize opportunities for learning provided by instruction. The mathematical specification of the theory allows for the estimation of models that show (a) ability grouping provides fewer opportunities for learning than whole class instruction but greater utilization of those opportunities; (b) high ability groups provide more opportunities than low groups; (c) small homogeneous groups facilitate reading achievement more than larger, more heterogeneous groups. |
| Nama Pengarang | : | BARRY J. ZIMMERMAN, MANUEL MARTINEZ PONS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 614-628 |
| Abstraksi Narasi | : | Forty male and female 10th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school were interviewed concerning their use of self-regulated learning strategies during class, homework, and study. Fourteen categories of self-regulation strategies were identified from student answers that dealt with six learning contexts. High achieving students displayed significantly greater use of 13 categories of self-regulated learning. The students` membership in their respective achievement group was predicted with 93% accuracy using their reports of self-regulated learning. When compared to students` gender and socioeconomic status indices in regression analyses, self-regulated learning measures proved to be the best predictor of standardized achievement test scores. The results were discussed in terms of a social learning view of self-regulated learning. |
| Nama Pengarang | : | BILLIE J. HUGHES, HOWARD J. SULLIVAN, JAMES BEAIRD |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 660-667 |
| Abstraksi Narasi | : | This study investigated the eefect of task difficulty, evaluation condition, and sex of subject on continuing motivation of fifth-graders. Two levels of task difficulty (hard and easy) were crossed with two evaluation conditions (teacher and self). Subjects completed an initial activity and, as a measure of continuing motivation, chose to work on a similar or an alternative activity. An ANOVA of immediate choice revealed significantly higher return rates for teacher evaluation and for boys over girls. No significant treatment effects were noted one week later. Boys returned to a challenging task more than girls did, whereas girls preferred the easier task. Overall, the data contradict the argument that teacher evaluation reduces continuing motivation. |
| Nama Pengarang | : | Carla M. Trujillo |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 629-642 |
| Abstraksi Narasi | : | Observations were made of instructor-student classroom interactions at the collegiate level. The academic expectations of the instructors, as well as their reported interactions with minority college students, also were assessed. Professors interacted differentially at a significant level with minority versus non-minority students in the majority of the behavioral observations, and the instructors had significntly lower academic expectations of under-graduate minority students compared with non-minority students. This investigation has contributed to the study of teacher-student interaction and has proposed a theretical link between the behavior teachers exhibit toward low-expectancy children and that received by minority students. |
| Nama Pengarang | : | WILLIAM H. DOYLE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 507-516 |
| Abstraksi Narasi | : | The primary purpose was to determine if an advance organizer (AO) could establish a function concept as a subsumer for new concepts. An achievement test was used to identify students who had the subsumer anchored. The secondary purpose was to determine if an established ubsumer would facilitate learning, transfer, and retention of concepts on lines and slope. A random half of 36 sections of a remedial college mathematics course studied the AO. All sections took the achievement test. Thirty-five percent of the treatment group and 3% of the control group were identified as having the subsumer anchored. A statistically significant multivariate difference (p |
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