| Nama Pengarang | : | PAUL R. LOHNES |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 289-302 |
| Abstraksi Narasi | : | A new method called Correlated Factors Modeling (CFM) is proposed as an alternative to LISREL and LISREL-like methods of estimating structural equations. CFM employs weak mathematics. It may be appropiate when (a) available theory is weak; (b) available data resources are weak in either sample size or sampling procedure, or both; (c) researcher knowledge of structural modeling methodology is weak; or (d) a rapid, easy, preliminary look at a model, such as can be obtained from a microcomputer, is desired. The factors produced by CFM are exact linear components of their indicator variates. Path models for hypothesizedcausal relationships among the factors can be computed on the reported correlations among the factors by the ordinary least squares (OLS) method of conventional path analysis. Heuristic goodness-of-fit indices are available to support comparisons of models. Two examples are reported. |
| Nama Pengarang | : | GEORGE B. FORSYTHE, WILLIAM C. McGAGHIE, CHARLES P. FRIEDMAN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 315-336 |
| Abstraksi Narasi | : | This study investigates the construct validity of three methods used to evaluate clinical competence in medicine: atandardized test, supervisor performance ratings, and peer performance ratings. Three attributes of clinical competence are investigated: cognitive abilities, interpersonal skills, and professional qualities. Measures representing each attribute-method combination include: National Board of Medical Examines (NBME) examination (standarized test of cognitive abilities); two scales derived from the California Psychological Inventory (CPI) (standardized test of interpersonal skills and professional qualities); and the three scales derived from the Resident Evaluation Form (REF) (peer and supervisor ratings of all three attributes). Scores for each attribute-method combination were obtained from a convenience sample of 166 resident physicians in three primary care specialties. These scores were cast into a multitrait-multimethod matrix design and analyzed using confirmatory factor analysis. Results suggest a lack of construct validity for the CPI and REF scales, moderate convergent validity for the NBME, and substantial method variance in the REF-derived ratings. Findings are discussed in terms of the implications for a theory of medical clinical competence, further research and development in clinical competence measurement, and current measurement practice in medical education. |
| Nama Pengarang | : | Jim Winkles |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 275-288 |
| Abstraksi Narasi | : | A set skills is defined in the trigonometry of the right triangle and a learning hierarchy is validated. Examples of lateral and vertical transfer are identified within within the hierarchy. Two instructional treatments identified as ``achievement only`` and ``achievement with understanding`` are used in two experiments with 90 eight-grade students and 87 ninth-grade students in their ordinary mathematics classes. The achievement with understanding treatment is better for the development of lateral transfer for most students, and of vertical transfer for the more mathematically able students, whereas the differences between the treatment groups on tests of achievement and retention of taught skills are not significant. A small amount of additional instruction on vertical transfer items produces much better performance under both treatments. |
| Nama Pengarang | : | HERBERT W. MARSH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 129-149 |
| Abstraksi Narasi | : | The purpose of this investigation is to examine empirical support for the internal/external (I/E) frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n = 6,010; age range = 7-35+ years) that have employed the Self Description Questionnaire (SDQ), SDQ II, or SDQ III self-concept instruments. The I/E model posits, for example, that a high Math self-concept is more likely when math skills are good relative to those of peers (an external comparison) and when math skills are better than verbal skills (an internal comparison). Consistent with the model and empirical findings, (a) Verbal and Math self-concepts are nearly uncorrelated with each other even though verbal and math achievement indicators are substantially correlated with each other and with the matching areas of self-concept; (b) the direct effects of math achievement on Verbal self-concept, and of verbal achievement on Math self-concept, are both negative. For inferred self-concepts based on the ratings of external observes, the external process seems to operate, but not the internal process. The findings demonstrate that academic self-concepts are affected by different processes than are the academic achievement areas they reflect and the inferred self-concepts offered by external observers. |
| Nama Pengarang | : | RAY w. COOKSEY, PETER FREEBODY |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-64 |
| Abstraksi Narasi | : | We present and implement a framework for studying teachers` informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential achievements in vocabulary development and reading comprehension. A multivariate application of SJT revealed that the novice teachers studied held generally accurate expectation policies with respect to the ecology, bt showed large individual differences in the importance they placed on various cues. Subsequent cluster analysis of the expectationspolicies revealed several different types of policy weighting schemes. We draw implications of the general application of SJT for the study of informal classroom policies, and we point to the next step-the provision of policy feedback to teachers for the purposes of heightening awareness and improving policy accuracy. |
| Nama Pengarang | : | RICHARD J. HAMILTON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-94 |
| Abstraksi Narasi | : | This research evaluated the effects of examples used with application adjunct questions on concept learning. Subjects were 72 undergraduates at a large midwestern university. Subjects studied a passage containing either matched or unmatched application adjunct questions or no questions (regular and special instructions). The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched questions than in the unmatched questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. The results indicated that application adjunct question did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions did, however, produce higher levels of performance on criterion questions than unmatched questions. High ability subjects performed better than low ability subjects within treatments, but there was no significant aptitude by treatment interaction. |
| Nama Pengarang | : | RICK R. McCOWN, RAYMOND B. MILLER |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 77-86 |
| Abstraksi Narasi | : | Two explanations of the levels effect in text memory were examined in two experiments. The structural height account emphasizes the height of an idea in a text structure as the major determinant of the idea`s memorability. The referential coherence explanation focuses on the nature of the cognitive processes that occur during comprehension. Undergraduate students read one four versions of a text which varied the height of target paragraphs and the referential coherence of text subsequent of the target paragraphs. Free recall protocols were scored for the presence of propositions from the target paragraph. The results from Experiments 1 and 2 supported the predictions of the referential coherence formulation and failed to support the structural height account. |
| Nama Pengarang | : | KATHRYN P. SCOTT |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 105-116 |
| Abstraksi Narasi | : | This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4,7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character than after reading traditional narratives. Neither comprehension nor interest was diminished by the use of sex-fair materials. Pupils at higher grades gave more stereotyped responses than pupils at lower grades. |
| Nama Pengarang | : | JOHN T. GUTHRIE, MARY SEIFERT, TRWIN S. KIRSCH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 151-160 |
| Abstraksi Narasi | : | Reading activities contribute to individual and societal development, according to qualitative studies. Hypotheses regarding the social contexts of reading activities were tested in two studies. Social context was operationalized in terms of educational environment, occupattional category, and the settings of work and leisure. Significant three-way interactions were found between (a) education, setting, and the contents (subject matters) of reading (p |
| Nama Pengarang | : | ROBERT K. CROCKER, GWEN M. BROOKER |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-11 |
| Abstraksi Narasi | : | This study sought to identify dimensions of classroom control derived from factor analysis of selected classroom process variables, to interpret these dimensions in relation to two contemporary models of classroom control, and to explore the relationships between dimensions of control and certain cognitive and affective outcomes. Data used in the study were drawn from a larger data base developed from some 30 hours of observation per classroom, pre-and posttesting, teacher interviews, and other data sources in a sample of 36 second grade and 39 fitfh grade classes. Results of the study indicate that dimensions of boundary control and disruptive behavior are readily identifiable but, contrary to what has been suggested by other authors, warmth or emotional climate cannot be clearly separated from discruptive behavior or discussion-recitation. Correlations with outcomes are generally consistent with those found in other process-product studies. |
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