| Nama Pengarang | : | MARY JANE FELDMAN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 527-547 |
| Abstraksi Narasi | : | The present study evaluated pre-primer basal reading materials using the Johnson and Mandler (1980) story grammar. Three stories from two widely used series were selectedand rewritten in accord with the rules of the story grammar. Subjects were 96 first graders whowere seen individually and randomly assigned to one of eight conditions. The eight conditions were formed by a 2 x 2 x 2 crossed design. Each of the three conditions in the design had two levels as follows: (a) The story version condition was either story grammar story or basal reader story; (b) the picture condition was either pictures present or pictures absent; and (c) the presentation condition was either oral reading or listening to a tape recording. The following conclusions were drawn:(a) Children who read or listened to story grammar stories had better recall than children who read or listened to basal reader stories; (b) the recall for stories with puictures was not different from the recall for stories with no pictures, with the exception that whwn pictures were present there were more logical additions to the stories than when pictures were absent; (c) children who listened to stories had better recall on some aspects of recall than children who read stories; and (d) there were no significant differences between the story grammar and basal reader versions on words read per second, words skipped, or readign errors during oral reading. |
| Nama Pengarang | : | RICHARD S. PRAWAT |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 587-604 |
| Abstraksi Narasi | : | Teacher`s goal orientations were assessed by means of tape-recorded, 3-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers. The largest group was identified as those expressing a predominantly affective orientation. A second group was predominantly cognitive in orientation, and the third group expressed a mixed, affective and cognitive orientation. The discussion focuses on teachers` responses to indidual interview items and the consistency of their responses, particularly as it relates to teachers` professed goals and educational practices. |
| Nama Pengarang | : | Maureen T. Hallinan, Aage B. Sqrensen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 485-499 |
| Abstraksi Narasi | : | This study examines the effects of membership in the same ability group on student friendships. We argue that assignment to the same instructional group increases opportunities for student interaction, underscores student similarities, and produced new similarities, and that these factors foster friendship. The relationship between grouping and friendship is examined in a longitudinal data set containing information on students in 110 reading groups in 32 classrooms of fourth, fifth, and sixthn grades. The resutls show that the density of best friend choices within ability groups increases over time, the overlap between ability groups and cliques increases over time, and membership in the same ability group has a positive effect on the probability that a student will choose a peer as best friend. |
| Nama Pengarang | : | H. B. SLOTNICK, LYNN A. KERBESHIAN, P. S. HELLER |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 389-402 |
| Abstraksi Narasi | : | We sought the exixtence of an implicit curriculum covering clinical skills ( medical and nonmedical) not directly addressed in the school of Medicine`s formal curriculum. Topics in the curriculum were identified by clinical faculty who describe their expectations for students, and these expectations were confirmwd by interviews with 65% of teh teaching faculty. The curriculum identified-although not discussed among faculty or with students-is nevertheles "in place" and educationally sound: Learning are clearly and defensibly related to medical practice, learnings are ordered in a instructionally defensible manner, and implications can be drawn for selection of instructional techiques. the curriculum also allows identification of instructional areas needing strengthening. |
| Nama Pengarang | : | JONATHAN H. MARK, BARRY D. ANDERSON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 413-421 |
| Abstraksi Narasi | : | The paper reports teacher survival rates in the St. Louis metropolitan area and updates a similiar 1978 study by the authors. High dropout rates continue to exist in the beginning years of teaching for each entering cohort. Survival rates appear to have peaked for cohorts entering in the early 1970s, with survival rates declining substantially for subsequent cohorts. Beginning with the cohort entering in 1975, females begin to have higher survival rates than do males. this is a reversal from the pre-1975 cohorts. Implications of the resukts are discussed, including those for teacher effectiveness, salaries, and future demand for new teachers. |
| Nama Pengarang | : | HANNA J. ARZI, RUTH BEN-ZVI, URI GANIEL |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 369-388 |
| Abstraksi Narasi | : | A longitudinal research study was designed to investigate effect of mutual interrelations between courses in sequential teaching on long-term retention of learning. This paper mainly relates to the following question: Is the retention of previously learned course material facilitated by new content taught in subsequent courses? Students were followed up for 3 consecutive years from junior to senior high school. Two groups were investigated: Both had studied the same introductory physical science topics in grade 8. Analisys of longitudinally matched data detected significant proactive and retroactive effects ao courses: (a) prior knowledge acquired in grade 7 facilitated further learning in grade 8; and (b) retention of the grade 7 subject matter over a 2-year interval was higher in the group that had studied physical science continuously during grades 7 and 8. These long-lasting effects are not due to mere rehearsal, since the content of the grade 7 course is used but not retaught in subsequent courses. Explanations are provided by Ausubel`s assimilation theory. the main educational implication is taht a program composed of hierarchical sequence of learning units is superior to a discontinuous array of discrete courses. |
| Nama Pengarang | : | MARGARET FARNWORTH, LAWRENCE J. SCHWEINHART, JOHN R. BERRUETA-CLEMENT |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 445-464 |
| Abstraksi Narasi | : | A prominent thesis in criminology hypothesizes that "academic competence is linked to delinquency by way of success in and attachment to the school" (Hirschi, 1969, p.115). The implications of this thesis are examined for a sample of low-income blacks, and a corollary to Hirschi`s thesis is proposed: Intervention prior to school entry that improves academic potential and school perfor,ance for a sample at high risk for school failure will reduce the likelihood of delinquency in that sample. Findings for multiple regression analysisindicate that school success, defined broadly to include measures beyond those specified in Hirschi`s social bonding thesis, exerts a substantial impact on one type of delinguency and moderate effect on the other three type of examined. Preschool interventation reduce s involvement in two types of delinquency, but its effect does not occur through is compact on IQ or scholastic achievement. Attachment to school affects three of the outcomes but does so in a way that is independent of IQ or achievement scores. The implications of these findings for the study of schooling and delinquency and of early schooling effects on live outcomes for adolescents are discussed. |
| Nama Pengarang | : | HERBERT W. MARSH, JOHN PARKER, JENNIFER BARNES |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 422-444 |
| Abstraksi Narasi | : | the Self Description Questionnaire II (SDQ II) was administered to 901 students (11 to 18 years old) in grades 7 through 12 who attended one public coeducational high school. Factor analysis clearly identified the 11 SDQ II scales, each scale was reliable (median alpha = .86), and correlations among the factors were small (median r = .17). all of the SDQ II scales were significantly correlated with sex and/or age, though the effects of sex and age were small and independent of each other. The direction of the sex effect varied with the particular scale, and was not significant for the sum of all the SDQ II scales.This total score, and most of the separate scales, had a quadratic age effect where where self-concepts started out high, reached their lowest level in grade 9, and then increased. At every grade level academic scale, but not with the nonacademic scales. Verbal achievement was most highly correlated with Verbal self-concept, while mathematics achievement was most highly correlated with Math self-concept. These findings not only demonstrate the mutidimensionality of selt-concept, but also show that its relationship to other constructs cannot be adequately understood if this multidimensionality is ignored. The findings have important implications for the study of adolescent self-concept and support the construct validity of the SDQ II and the Shavelson model on which it is based. |
| Nama Pengarang | : | ROBERT E. SLAVIN, NANCY L. KARWEIT |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 351-367 |
| Abstraksi Narasi | : | Achievement and attitudional effects of three mathematics instruction methods directed in varying degrees toward accommodating diversity in student performance levels were compared in two randomized field experiments. Treatments included an individualized model, Team Assisted Individualization (TAI); an ability grouped model, Ability Grouped Active Teaching (AGAT); a grouppaced model, the Missouri Mathematics Program (MMP);, and, in experiment 2 only, untreated Control classes. Analisys of Comprehensive Test of Basic Skills (CTBS) Computations scores adjusted for pretests indicated that in both experiments, TAI and AGAT exceeded MMP. TAI, AGAT, and MMP also exceeded Control. No effects on CTBS Concepts and applications were found, and there were no treatment by prior achievement interactions on either scale. Effects on Liking of Math Class and Self-Concept in Math generally favored TAI. |
| Nama Pengarang | : | STEVEN R. FORNESS, KENNETH A. KAVALE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 403-412 |
| Abstraksi Narasi | : | Although the number of children in special classrooms for the mildly mantally retarded may vary considerably from classroom to classroom, little evidence is available on the effects of differing class size. The present study examined classroom behavior of 393 pupils in 26 educable mantally retarded classrooms in regard to differential effects of having approximately 12, 15, and 19 pupils per classroom. Several effects were found in attention and communication, but relatively few were found in disruptive behavior. |
Unduh Dokumen Berkas PDF Utama