| Nama Pengarang | : | DARWIN D. HENDEL |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-122 |
| Abstraksi Narasi | : | The present study compared the effects of individualized and structured curricula on the academic performance and follow-up satisfaction of 428 students who applied for admission to an individualized degree program at a large midwestern institution. Results ot this randomized experiment indicated that the two groups were indistinguashable in persistence, graduation rate, academic success, and overall course selection patterns, but that they different significantly in their evaluation at follow-up their undergraduate education. |
| Nama Pengarang | : | MARCIA STEVENS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 135-148 |
| Abstraksi Narasi | : | Alternative Secondary schools were placed in one of three groups based on patterns of organizational variables including goals, instructional features, size, source of funding, and target school population. a discriminant analysis procedurebfound that the pattern of differences in student perception scores on a learning environment inventory among the three school group was significantly different at the .001 level. Eighty percent of the students was placed in their correct school group. The school group continued to account for 67 % of the variance whe the effects of six student variables were controlled. Distinct patterns of student perceptions of their school learning environments seem to be associated with identifiable pattern of organizational variables. |
| Nama Pengarang | : | Robert M. Houser, William H. Sewell |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-23 |
| Abstraksi Narasi | : | The idea that birth order influences intellectual intellectual development and social success has recently beeb revived, despite the accumulated evidence that birth order effects are often negligible or artifactual. In this paper, the association of birth order with educational attainment (as measured by yearsof schooling completed) is examined among 9,000 Wisconsin high school graduates of 1957 and among their full sibships, including more than 30,000 men and women. Whether we look at selection into the sample of hight scholl graduates, or educational attainments within full sibships, there are no significant or systematic effects of birth order on schooling when other relevant variables have been controlled. Years of education appear to increase with birth order when family size is controlled, but this happens because secular increases in schooling have occurred within as well as across families. |
| Nama Pengarang | : | JAMES M. ROYER, DOUGLAS J. LYNCH, RONALD K. HAMBLETON, CHRISTOPHER BULGARELI |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 839-869 |
| Abstraksi Narasi | : | We report four studies that are concerned with the construct validity of the Sentence Verification Technique (SVT) as a measure of reading comprehension. The studies proceed from the assumption than readers with greater subject matter expertise should comprehend technical text intheir area of expertise better than readers with less subject matter expertise. Experiment 1 had graduate students in psychology, advanced undergraduate psychology majors, and undergraduates who had never had a psychology course, read and take an SVT test on technical Psychological text comprehension of the technical and nontechnical text at the beginning and end of a semester psychology course. Experiment 3 evaluated whether the text comprehension of readers who varied in level of expertise would be influenced by Kintshian text structure variables. Experiment 4 tested whether the SVT was a measure of sentence comprehension or measure of passage comprehension. The results of these studies were consistent with the interpretation that the SVT is a measure of text comprehension. |
| Nama Pengarang | : | JEAN STOCKARD, J. WALTER WOOD |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 825-838 |
| Abstraksi Narasi | : | This paper examines sex differences in academic underachievement among students who graduated from high school in a western city in 1978. According to data gathered from students` cumulative records for the 7th throuh 12 th grades, males are much more likely than females to have total grade averages and grades in English and mathematics that are lower than would be predicted by their scores on standardized tests of ability. Although the highest achieving females often have lower average ability test scores than the highest achieving males, this results not from the underachievement of the brightest females but from the fact that females with a wide range of ability levels receive good grades and only the very brightest males receive high grades. These sex differences in underacchievement appear for middle class and working class students, but often are smaller for the working class and in mathematics grades. |
| Nama Pengarang | : | HERBERT W. MARSH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 799-806 |
| Abstraksi Narasi | : | Self-concept, like other psychologycal impressions, is relativistic and depends on some frame of reference. In educationall settings, for example, the other students in the same classroom serve as one basis of comparison. According to the frame of reference model, academic self-concept will depend on a stdent`s own academic ability and the ability levels of other students within the same class. Thus academic self-concept is expected to vary with the average ability level in a claasroom. However, Kulik and Kulik (1982), on the basis of their meta-analysis, found that the average student self concept in classes where students were grouped according to ability level did not difer from tjose in compsrable ungrouped classes. The purpose of this article is to demonstrate that ability grouping is likely to have substantial effects may be lost when data are averaged across ability groupings. This contention is consistent with predictions from the frame of reference model of self-concept and data that support the model. |
| Nama Pengarang | : | Carl A. Benware, Edward L. Deci |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 755-765 |
| Abstraksi Narasi | : | This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. the effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory. |
| Nama Pengarang | : | ROBERT E. SLAVIN, NANCY L. KARWEIT |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 725-736 |
| Abstraksi Narasi | : | The mathematics achievement effects of principal components of mastery learning and student team learning were evaluated in a year-long randomized experiment in urban ninth grade general mathematics classes. The components were formative tests, corrective instruction for nonmasters, summative tests (Mastery), and practice in four-member heterogeneous teams and team reward (Teams). A 2 x 2 (Mastery by Teams) factorial experiment compared mastery, Teams, Teams + Mastery, and a control treatment. All methods used the same materials and schedule of teaching, worksheets, and test. A nested analysis of covariance indicated significant achievement main effects for Teams but not for Mastery. No Mastery by Teams or pretest by treatment interactions were found. |
| Nama Pengarang | : | JOSEPH R. JENKINS, Marcy L. Stein, Katherine Wysocki |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 767-787 |
| Abstraksi Narasi | : | This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally tought before their appearance in the passages. Word meanings were learned from context, and more frequent presentation in context increased learning. Also, better readers profited more from context than did less skilled readers, and prior exposure (informal teaching) resulted in greater learning. Vocabulary effects were also observed on a measure of reading comprehension. Whether incidental learning accounts for vocabulary growth is discussed. |
| Nama Pengarang | : | Ruth Garner, VICTORIA CHOU HARE, PATRICIA ALEXANDER, JACQUELINE HAYNES, PETER WINOGRAD |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 789-798 |
| Abstraksi Narasi | : | A text lookback strategy was taught to 12 remedial readers in three sessions. Readers were taught why to use lookbacks, when to use them, and where to use them with expository texts and accompanying questions. Five days after training was completed, the 12 subjects and 12 students in a control group were assessed for use of lookbacks and question-answering accuracy. Significant differences between training and control groups emerged both for percentage of correct answers with lookbacks (for questions not answered correctly from memory) and for percentage of lookbacks used (sometimes leading to an accurate answer, sometimes not) when needed. Classroom instruction in the use of text lookback is suggested. |
Unduh Dokumen Berkas PDF Utama