| Nama Pengarang | : | CLIFTON F. CONRAD, ROBERT T. BLACKBURN |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 279-295 |
| Abstraksi Narasi | : | This article isolates correlates of departmental quality at the masters and doctoral level in regional colleges and universities. The 45 departments in the sample represent 14 public institutions in two states and include departments in biology, chemistry, education, hystory, and mathematics. In addition to simple correlation, the analysis is based on multivariate linear regression. Departmental quality is found to be correlated with individual and combined measures of faculty (scholarly productivity, grantsmanship, age and tenure status, geographical origin of highest degree, teaching workload), students (number and ability), program (proportion of of institutional degree programs at advanced graduate level and curricular concentration), and facilities (library size). the findings suggest that the factors associated with graduate departmental quality are more multidimensial in regional colleges and universities than in highly ranked research universities. |
| Nama Pengarang | : | DAVID w. JOHNSON, ROGER JOHNSON |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-256 |
| Abstraksi Narasi | : | The effects of two types of structured academic conflict, controversy and debate, were compared with individual study on a number of dependent variables. Seventy-two sixth grade students were assigned to conditions ooon a stratified random basis controllong for sex, reading ability, and handicapping conditions. In all three conditions students studied a controversial issue with materials representing both pro and con views. In the controversy condition each learning group was devided into two pairs representing the pro and con sides. In the debate condition each member of learning group was assigned a pro or con position to represent in a debate with the other three members. In the individualistic condition subjects were told to learn the material without interacting with other students, and each student was given all the pro and conmaterials. The results indicate that controversy promotes the most verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, the most active search for more information about the topic being studied, the most reevaluation of one`s position and the most attitude change, the most liking for the subject matter and the instructional experience, the highest self-esteem, and the most accepting and supportive relationships among handicapped and handicapped students. The debate condition generated higher levels of these dependent variables than did individualistic study. |
| Nama Pengarang | : | Douglas Fuchs, LYNN S. FUCHS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 185-198 |
| Abstraksi Narasi | : | Prior research demonstrates that examiner unfamiliarity negatively affects the test performance of handicapped preschoolers. The present investigation sought to determine whether examiner unfamiliarity also interferes with the performance of handicapped schoolage pupils and nonhandicapped children. Sixty-four subjects (16 language-handicapped and 16 nonhandicapped preschoolers and 16 nonhandicapped school-age students) were tested during a period of 2 weeks, once by a familiar examiner and once by an unfamiliar examiner, within a crossover design. A significant interaction was obtained for examiner familiarity and handicapped status, indicating that whereas nonhandicapped subjects scored similarly when tested by familiar and unfamiliar examiners, handicapped children scored higher with the familiar testers. By selectively depressing handicapped children`s test performance, examiners unfamiliarity constitutes a systematic source of error, or bias and threatens the validity of handicapped students` test performance. Implications for the asseement of handicapped children are discussed. |
| Nama Pengarang | : | GEORGE C. THEODORY, RICHARD C. DAY |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-133 |
| Abstraksi Narasi | : | This study used Fiedler`s contingency theory to nvestigate the relationship between the style, trait anxiety, and experience of university professors aand grade s assigned to their students. Fiedler postulates that the Least Prefferent Co-worker (LPC) score, a measure of leadership stile, significantly discriminates between the behavior and effectiveness of people-oriented persons (those with high LPC scores) and of task-oriented persons (those with low LPC scores). Based on a sample of 40 professors and their classes, this study concluded (a) trait anxiety of the professor significantly affects the grades assigned to students; (b) grades assigned by professors with high LPC scores were significantly and negatively correlated with the trait anxiety of the professor; (c) experience of the professor ( as revealed in a trend analysis) has an effect on grades assigned. |
| Nama Pengarang | : | Owen Egan, Peter Arche |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-34 |
| Abstraksi Narasi | : | Teachers` rating of academic ability in mathematics and English were regressed on test scores in a sample of second grade students (n = 694 in mathematics, n = 736 in English). Fitted equations were interpreted as judgmental models of the rating process, and normative subjective probabilities were assigned to individual ratings, showing the extent to wich they were defensible in light of the test scores. Within the terms of the model, teachers` ratings were only marginally less defensible than ratings based on a previous administration of thge same tests. Since systematic error in teacher ratings cannot be assumed, some new directions for research are suggested. |
| Nama Pengarang | : | Constance V. Hines, Donald R. Cruickshank, John J. Kennedy |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-99 |
| Abstraksi Narasi | : | Relationship between the clarity behaviors of teachers and the dual outcome measures of student achievement and satisfaction were examined. Relatively reliable measures of clarity (both of a low-inference and high-inference nature) on 32 preservice teachers who taught the same lesson within a small-group laboratory setting were generated by (a) trained observers, (b) participating students, and (c) the teachers themselves. The high and relatively lowinference measures of teacher clarity correlated highly, and both were significantly and positively related to postinstructional measures of student achievement and student satisfaction. A number of specific clarity behaviors have beeb identified that appear to be strongly and directly linked to desirable student outcomes. |
| Nama Pengarang | : | JENNIFER C. GREENE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 65-78 |
| Abstraksi Narasi | : | Among the factors contributing to our incomplete understanding of motivation in elementary school classrooms is that most motivational research is conducted within one of several independent or competing strands, each focused on different variables. This concern was addressed by investigating interrelationships among motivational variables drawn from locus of control (LOC) theory (locus of control, incentive value) and from attribution theory (self-concept of ability, Expectancy of success, causal attributions), along with measures of school achievement. The research sample consisted of 423 students in 21 fourth through sixth grade classrooms. Motivational instruments were administered to groups of students in their own classrooms and achievement data were extracted from existing school files. Correlational and multiple regression analyses yielded limited and partial support for predictions within the LOC and attribution theories, respectively. Analyses of relationships across theories provided some clarification of targeted conceptual issues, including the meaning of perceived control, the distinction between ability and effort motivational factors, and the role of incentive value in motivational processes. |
| Nama Pengarang | : | PAUL E. GREENBAUM |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-115 |
| Abstraksi Narasi | : | This study compared nonverbal behaviors associated with classroom conversation in fifth and sixth grade classes in Mississippi Choctaw Indian and predominantly white, middle-class public schools. Eleven class sessions, organized using a switchboard participation structure, were videotaped to provide comparative data on a variaty of nonverbal bahaviors (i.e., student utterances, turnswitching pauses, listerner-gaze, butting-in interruptions, individual as opposed to choral speaking, and teacher utterances and switching pauses). Two cameras recorded the data. One camera provided a view of the teacher and the class, and the second camera provided the listener-gaze of individual students. Choctaw students spoke individually less often (p < .01), used shorter utterances (p < .01), interrupted the teacher more often (p < .01), and, while the teacher was talking gazed more at peers (p < .05) than their Anglo counterparts. Teachers in the Choctaw classrooms had longer turnswitching pauses (p < .05), asked more questions (p < .01), and used shorter utterances to ask questions of individual students (p < .01). The results supported the hypothesis that cultural differences in nonverbal behavior are assosiated with classroom interaction. |
| Nama Pengarang | : | John P. Bean |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 35-64 |
| Abstraksi Narasi | : | A conceptual model of the factors affecting dropout syndrome (a combination of intent to leave, discussing leaving, and actual attrition) was develop emphazing academic, social, and personal outcomes of the selection or socialization of students at an institution. The model was estimated using path analysis, and the intervening variables (college grades, institutionsl fit, and institutional commitment) were fount to be important predictors of dropout syndrome. The variables in the model accounted for 27 to 47% of the variance in the criterion. Findings indicate that a student`s peers are more important agents of socialization than are informal faculty contacts, that students may play a more active role in their socialization than prreviously thought, and that college grades seem more the product of selection than socialization. |
| Nama Pengarang | : | SUSAN OSBORNE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 79-86 |
| Abstraksi Narasi | : | Twenty-two female university students representing two levels of teaching experience (no formal teaching experience vs. at least 2 years experience) were compared while interacting with one of two child confederates displaying distractible behavior. In addition to participating in a problem-solving task with a child, each adult completed the Guilford-Zimmerman Temperament Survey. Results suggested that experienced teachers tended to take a more " task-oriented" approach providing more instruction and structure and less task irrelevant conversation than did inexperienced teachers. Results of the temperament survey confirmed the hypothesis that adult temperament is a important variable mediating adult-child interaction. Adults` self-reports of activity level, restraint, ascendance, and sociability correlated significantly with adult behavior such as numbers of irrelevant comments, instruction, attention demands, and positive feedback occurring in the laboratory setting. Implications for child placement practices are discussed. |
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