| Nama Pengarang | : | JOEL CADWELL, JEFFREY JENKINS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 460-475 |
| Abstraksi Narasi | : | The common practice of asking teachers to provide ratings of their students is based on questionable assumptions about the ability of teachers to accurately integrate information from their numerous encounters with students. Borrowing from research in social cognition, an information-processing model of the ratings process was proposed and tested by asking 18 teachers to rate 16 hypothetical student profiles formed by systematically varying information along six different dimensions. The results suggested that teacher rating is a schema-based process in which the covariation among rating items is a function of teachers` implicit theories concerning the organization of student behaviors. The findings revealed possible biases in teachers` ratings and indicated the importance of a theoretical model of the rating process. |
| Nama Pengarang | : | MARVIN LEW, DEBRA MESCH, DAVID W. JOHNSON, ROGER JOHNSON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 476-488 |
| Abstraksi Narasi | : | The effects of (a) opportunity to interact with classmates, (b) positive goal interdependence, (c) positive goal and positive reward interdependence,and (d) positive goal and reward interdependence with an added contingency for the use of collaborative skills were investigated. The dependent measures were achievement, interpersonal attraction, and the voluntary use of collaborative skills by socially withdrawn and isolated students. Four socially isolated and withdrawn sixth-grade students ( two male and two female) were studied in a reading class. The results indicate that both positive goal and reward interdependence are needed to maximize student achievement and the interpersonal attraction between socially withdrawn and nonhandicapped students. The specific reinforcement for engaging in collaborative skills was required to maximize the voluntary engagement in the skills by socially withdrawn and isolated students. |
| Nama Pengarang | : | JOEL R. LEVIN, CHARLES R. MORRISON, JULIA E. MCGIVERN, MARGO A. MASTROPIERI, THOMAS E. SCRUGGS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 489-506 |
| Abstraksi Narasi | : | Eighth-grade students read passages that described three dichotomized attributes of eight North American minerals. One-third of the students were given instruction in the use of mnemonic techniques, combined with experimenter-provided mnemonic illustrations of the passage content; another third were told about the value of organizing and summarizing to-be-remembered factual prose material, combined with experimenter-provided ``fact map`` summaries; and a final third were given motivational instructions and told to apply their normal method(s) of study while reading the passages. Mnemonic instruction generally produced greater memory for the minerals` attributes in comparison to the other two conditions. This was true whether the passage was organized by mineral name (Experiment 1) or by attribute (Experiment 2) both on an immediate identification test and on identification and recall tests administered 3 days later. Implications of the findings are discussed with specific regard to remembering scientific taxanomies and their associated facts. |
| Nama Pengarang | : | CAMILLA PERSSON BENBOW |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 425-436 |
| Abstraksi Narasi | : | Mathematically talented youth, whether male or female, tend to have favorable attitudes toward science and to participate in the sciences at a level much higher than average. There were no overall sex differences in course-taking or course-grades in the sciences. Indications of sex differences favoring males, however, were found in participation in high school physics, the taking of an performance on high school and college level science achievement tests, and intention to major in the more quantitatively oriented fields of physics and engineering. No substantial sex differences in attitudes toward the sciences, except possibly physics, were detected. Overall attitude toward science did relate somewhat to participation in science. Moreover, sex differences in mathematical reasoning ability may explain some of the sex difference in science participation and achievement. These results may bear on why women are underrepresented in the sciences. |
| Nama Pengarang | : | ROGER T. JOHNSON, DAVID W. JOHNSON, MARY BETH STANNE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 382-392 |
| Abstraksi Narasi | : | The effects of computer-assisted cooperative, competitive, and individualistic instruction were compared on achievement, student-student interaction, and attitudes. Seventy-four eighth-grade students were randomly assigned to conditions, stratifying for sex and ability. Computer-assisted cooperative instruction promoted greater quantity and quality of daily achievement, more successful problem solving, more task-related student-student interaction, and increased the perceived status of female students. |
| Nama Pengarang | : | KIM HOOGEVEEN, TERRY B. GUTKIN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 375-381 |
| Abstraksi Narasi | : | Although not a new issue in American education, merit pay has seldom been subjected to empirical investigation. Several aspects of the issue were examined in this study conducted in three elementary schools. Teachers were asked to rate themselves and each of their peers with respect to ``deservedness`` for merit pay. The school principals also rated each staff member. Additional attitude measures were also gathered. In all three schools, teachers were able to discriminate between the most and least deserving teachers, but fine discriminations were not reliably made at the high end for the continuum. A high correlation (r=.73) was found between peer and principal ratings. Neither, however, significantly correlated with self ratings. Self ratings were also found to be significantly higher than both peer and principal ratings. Teaching experience was not found to be related to peer ratings, principal ratings, or attitude toward merit pay. Teachers rated highly were also found to feel no more favorably than low rated staff members toward the concept of merit pay. |
| Nama Pengarang | : | LAURA D. GOODWIN, WILLIAM L. GOODWIN, ALAN NANSEL, CATHERINE PITINGA HELM |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 348-356 |
| Abstraksi Narasi | : | An experimental study was conducted to investigate the effects of microcomputer use on preschoolers` knowledge of pre-reading concepts, and on their attitudes toward the microcomputer. After stratification by age and sex, 77 preschollers were randomly assigned to three treatment conditions: (a) adult-assisted microcomputer instruction; (b) adult-unassisted microcomputer use; and (c) no microcomputer use (control condition). Children in the first two groups were given three 20-min, individual sessions on the microcomputer. The software programs used were designed to teach reading readiness concepts and were typical commercial programs available for this age group. A cognitive test was administered as a pretest and posttest, and an attitudinal interview was administered post-study only. The cognitive data were analyzed with a multivariate analysis of covariance (MANCOVA). There were no significant treatment effects. The attitudinal data analysis revealed significantly greater interest in the microcomputer among the control-group children; however, that group`s interest declined significantly after they were given post-study, 20-min orientations to the microcomputer. |
| Nama Pengarang | : | JAMES D. ALLEN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 437-459 |
| Abstraksi Narasi | : | This paper presents an alternative viewpoint on classroom management. A field study was conducted to investigate classroom management from the perspective of high school student. Findings suggest that students use six strategies to achieve two major goals during classroom events and that the combination of strategies used by students is based on different context features of each classroom. The teacher`s clear expression of his or her academic and behavioral expectations to students and provision of a cooperative classroom environment for students to achieve their classroom goals are identified as important features affecting students` views on classroom management. |
| Nama Pengarang | : | YEHEZKEL DAR, NURA RESH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 357-374 |
| Abstraksi Narasi | : | Assuming that the intellectual level of the classroom affects the quality of learning environments, it is argued that separating students into homogeneous educational frameworks enriches the environment for high-resource students and impoverishes it for low-resource students, whereas the converse occurs under heterogeneous mixing. Academic achievement consequently will be affected. This argument was subjected to an empirical analysis in two Israeli samples, one ethnically and socioeconomically heterogeneous, the other socially homogeneous. First, presuppsitions concerning the impact of three dimensions ofstudent-body composition on academic achievement were probed. It was found that (a) the intellectual component of student-body composition outweighs both ethnicand socioeconomic components; (b) classroom composition is more effective than school composition; and (c) classroom intellectual level is more effective than its variance. Subsequently, two hypotheses were supported: classroom intellectual composition positively affects the student`s academic achievement, and compositional quality and personal ability interact (i.e., low-resorce students are more sensitive than high-resource students to compositiiional quality). An educational implication follows: In separation, the low-resource students` loss is greater than the high-resource students` profit, and in mixing, the high-resource students` loss is smaller than the low-resource students` gain. |
| Nama Pengarang | : | RICHARD N. FOX |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 415-424 |
| Abstraksi Narasi | : | This paper reports a study of retention and attrition after the freshman year among disadvantaged students at an urban, primarily non-residential, university. Economically and academically disadvantaged college students are widely known to be at risk for attrition, which highlights the need to investigate the process among members of this group. Substantial progress has been made developing and testing explanatory models of college student withdrawal, but they have only begun to be directly applied to special groups of students such as the disadvantaged. The study applies a conceptual model developed by Tinto (1975) to a group of students who, through a special program, were admitted to a senior college within The City University of New York. The paper tests the predictive validity of major constructs in the model. It was shown to be sensitive to the dimensions of student-institutional fit operating in the situation, and indicated that academic integration was the most salient aspect of development for this group of students. Social integration had limited influence , especially when considered relative to academic mesures. The results were seen as reinforcing the recognition that the acquisition of academic skills and behaviors is paramount for the success of underprepared students. |
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