| Nama Pengarang | : | PENELOPE L. PETERSON, ELIZABETH FENNEMA |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-335 |
| Abstraksi Narasi | : | This research identified the classroom activities that were related to the low level and high level mathematics achievement of boys and girls. In December and in May, students in 36 fourth grade mathematics classes completed a mathematics classes completed a mathematics test containing low level and high level items from the National Assessment Educational Progress. During January through April, the engagement/ nonengagement in mathematics activities was observed for six randomly selected students of each sex in each class. Results showed that girls and boys did not differ significantly in either mathematics achievement or in observed engagement/nonengagement in mathematics activities. However, engagement in the following four types of activities was consistently and differentially related to girls `versus boys` low level and high level mathematics achievement: competitive mathematics activities, cooperative mathematics activities, social activities, and off-task behavior. |
| Nama Pengarang | : | Timothy Z. Keith |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-349 |
| Abstraksi Narasi | : | There is much current debate concerning the role of private schooling in U. S. education. Recent research has purported to show that Catholic schools produce higher achievement in minority high school seniors than do public schools, yet this research has failed to control adequately for student ability, frequently a criterion for selection into such schools. Here, the High School and Beyond data set and path analytic techniques were used to compare black and Hispanic high school seniors` achievement in public and in Catholic schools. When better measures of Catholic schooling on minority achievement was greatly reduced from the former claims. Yet a small, meaningful path still remained. Further analyses suggest that any such Catholic school advantage may be due, in part, to their more stringent curriculum. In any case, the apparent advantage exist only for minority students, and the claimed overall achievement advantage remains unproved. |
| Nama Pengarang | : | ELIZABETH S. GHATALA, JOEL R. LEVIN, MICHAEL PRESSLEY, MARGUERITE G. LODICO |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-215 |
| Abstraksi Narasi | : | Second-grade children were given general training in monitoring the utility of strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training conditions produced short-term maintenance of the effective strategy, but only the strategy-utility training resulted in long-term maintenance. Subjects given strategy-utility training abandonen the ineffective strategy at a higher rate than children given strategy-affect or no training. Responses to matememory questions indicated that only in the strategy-utility condition was strategy efficacy a prime consideration in strategy-use decisions. This experimental evidence bolsters the case for including monitoring instruction in multicomponent training packages aimed at producing durable strategy use. |
| Nama Pengarang | : | LESLIE GOETZFRIED, MICHAEL J. HANNAFIN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 273-278 |
| Abstraksi Narasi | : | This study examined the effects of the locus of three computer assistend instruction (CAI) strategies on the accuracy and efficiency of mathematics rule and application learning of low achieving seventh grade students. The three CAI treatments were an externally controlled adaptive strategy, an individually based learner control with advisement strategy, and a linear control design strategy. Effects were examined for CAI strategy, prior achievement, and sex of student. Significant differences were found for prior achievement and the prior achievement by scale interaction, with the below average group demonstrating better rule recall and proportionately greater application scores than low students. The linear control strategy, however, required less time to complete anda resulted in more efficient learning. |
| Nama Pengarang | : | MARK WILSON, R. DARRELL BOCK |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-307 |
| Abstraksi Narasi | : | The concept of linierly ordered content domain (lLOCD) is discussed and applied to a spelling example. A logistic analysis of the occurence of first introduction of spelling words into the curriculum is presented, and the results, along with word length, number of neutralized vowels, and an index of word familiarity, are used to predict word location on the spelling LOCD. This allows the examination of structure of the LOCD leading to greater understanding of the reasons why spelling words are found to have particular difficulties, and allowing adaptation of the spelling LOCD to local condition. |
| Nama Pengarang | : | ELISHA Y. BABAD |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 175-183 |
| Abstraksi Narasi | : | Israeli elementary school teachers graded a handwrittwn worksheet allegedly written by an " excellent" or a "weak" student. A significant expectancy bias effect was caused by a stereotypic ethnic label. The bias effect was unrelated to the teachers` ethnic origin and to their preferred method of teaching, and somewhat related (p < .10) to their length of tenure, teachers of longer tenure showing a smaller bias effect. Beliefs about the success of school integration in Israel were related to the expectancy bias: Teachers believing integration to be moderately successful showed no bias effect, while highly optimistic and extreme ("highly successful " and "not at all successful``) respondents showed a significant bias effect. this finding supports previous reports on the relationship between susceptibility to biasing information and extremity of the belief and attitude system. |
| Nama Pengarang | : | MARSHA TAYLOR DELAIN, P. DAVID PEARSON, RICHARD C. ANDERSON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-173 |
| Abstraksi Narasi | : | This research explored the hypothesis that the rich and varied experience of black youth with figurative language outside school would enhance their understanding of figurative language in school texts. path analysis confirmed that for black students, "sounding" skill, as well as general verbal ability, has a direct influence on vigurative language comprehension indirectly through its effect on sounding skill. For white students, only general verbal ability affects figurative language comprehension. |
| Nama Pengarang | : | JUDITH W. BUSCH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 257-265 |
| Abstraksi Narasi | : | A sample of 1,088 professors in colleges and departments of education were surveyed to study mentoring relationships from the mentors` point of view. Abaout half of them returned the demographic instrument; half of these currently had mentees. Using O`Neil`s theory of mentoring, a Likert-scale instrument was developed. Result indicated that mentors feel mentoring is important to them as well as to their students. In a multivariate multiple regression, age was a significant predictor of mentoring score; sex and professorial rank were not significant. Younger professors reported more depth to their mentoring relationships, and older professors reported more breadth. |
| Nama Pengarang | : | TAFFY E. RAPHAEL, P. DAVID PEARSON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 217-235 |
| Abstraksi Narasi | : | The ubiquity of oral and written questions in classrooms and reading tasks has been well establised. It is obvious that students` background knowledge is a primary determinant of how well they can answer comprehension-promoting or assessment-oriented questions. Less abvious is the need to access appropriate sources of information used in answering questions. A training study was conducted with 59 sixth grade students of high, average, and low reading ability levels, instructing half of students in each ability level in the relationships of question, the text to wich the question refers, and the readers`s knowledge base. Repeated measures multivariate analyses of variance on two passages indicate that the training enhanced students` understanding of task demands of questions and their answer quality as measured by (a) their ability to correctly identify the question-answer relationship represented, (b) their consistency in providing aand answer from the source of information they had indicated they were using , and (c) the quality of their answers. The training appeard to be most facilitative for those of average and lower ability levels, consistent with similar findings in other students that trained cognitive skills. Knowledge of sources of information may be fundamental to students` ability to access appropriate information for answering comprehensive questions. |
| Nama Pengarang | : | MARTHA L. BANZ, JOSEPH LEE RODGERS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-272 |
| Abstraksi Narasi | : | Multidimensional Scaling (MDS) was used to derive the dimensions underlying student ratings of instruction. a WEIGHTED MDS revealed that departmental affiliation, course structure, and intensity of teaching were particularly salient to the raters The findings are discussed in light of the current literature on student ratings of instruction. |
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