| Nama Pengarang | : | PHILIP A. GRISWOLD |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 737-754 |
| Abstraksi Narasi | : | A Cognitive, social psycological model of school learning has as key components school-related attitudes and social interaction.The growing use of computers in the classroom, by affecting social interaction, may alter student attitudes and thus the learning teaching process. For 2 years, various attitudes of more than 155 fourth and fifth graders who did or not participate in computer assisted instruction (CAI) were evaluated. Multiple regression analysis indicated that CAI (independent of gender, minority status, and achievement) accounted for significant amaounts of variation in self-responsibility for success and academic self-confidence, but not for attitudes toward school or math. |
| Nama Pengarang | : | Fred J. Dowaliby, Richard Curwin, Larry Quinsland |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 807-824 |
| Abstraksi Narasi | : | This study investigated instructional outcomes for postsecondary deaf students due to classroom structure, student participation, trait anxiety, and locus of control. Fifty-seven students at the National Technical Institute for the Deaf at the Rochester Institute of Technology were administered the aptitude measures and then instructed in four groups. A 1-hour facsimile of classroom situation varied in terms of low versus high levels of structure and participation. Results were consistent with findings from similar studies with learners with normal hearing, and indicate the importance of an aptitude-by-treatment interaction paradigm for instructional research with deaf learners. |
| Nama Pengarang | : | ANN M. BERGHOUT AUSTIN, DIANNE C. DRAPER |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 597-604 |
| Abstraksi Narasi | : | The purpose of this study was to investigate the relationship of academic achievement to four categories of social status including popular, rejected, isolated, and amiable, and to the variables of peer acceptance and social impact. Subjects were 145 elementary school children, grade 3 trough 6. The children responded to a quuestionnaire designed to assess peer acceptance and social impact. Subject were 145 elementary school children, grades 3 through 6. the children responded to a questionnaire designed to assess peer acceptance as well as rejection. Data consisted of (a) acceptance scores based on the predominance of either acceptance or rejection responses from peers and (b) social impact scores based on the number of children who mentioned a given child either positively or negatively. These scores were correlated with each child`s Iowa Test of Basic Skills composite score. Pooled-within correlation indicated that acceptance corelated positively and significantly with academic achievement, whereas social impact correlated negatively and significantly with achievement. Children above average in achievement were significantly more often considered amiable or popular than rejected or isolated. They were just as likely to be considered amiable as popular. Students below average in achievement were significantly more often rejected than were above average students. When they were given positive mention, thhese youngsters were more often considered amiable than popular. |
| Nama Pengarang | : | Barbara J. Guzzetti |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 659-668 |
| Abstraksi Narasi | : | This study focused on reader`s attempts to gain meaning from three content passages using the syntactic and semantic cue systems. the design employed 3 x 3 x 6 repeated-measures analysis of variance and supplemental ethnographic techniques to examine the reading processes of 36 fifth grade students. Result indicated that high, average, and low ability readers are consistent in using syntactic and semantic cues to reconstruct meaning; the application ot these strategies does not vary with the reading content. Evidence from this study suggests that it is not the content of the material in and of itsself that affects the ability of any type of reader to reconstruct meaning. It appears that it is the reader to reconstruct meaning. It appears that itis the readers` prior knowledge and interest in content material that influences comprehension. |
| Nama Pengarang | : | Donald J. Vieldman, Julie P. Sanford |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 629-644 |
| Abstraksi Narasi | : | Using a series of regression equations, classroom process and student achievement data from 136 junior high school mathematics and English classes were analyzed to answer the following questions: 1. Are the classroom behaviors and achievement levels of students systematically different among classes of higheer and lower ability? 2. Within classes, are the behaviors of higher and lower ability students systematically different? 3. Does student ability level interact with the ability level of the class to affect systematically student`s classroom behavior and achievement? Result of class level analyses suggest that better learning environments are associated with classes of higher mean ability, and that both higher ability students achieve better in higher ability classes. Interactions obtained between class and student ability levels suggest that differences in class environment associated with class ability level have more impact on achievement and behavior of lower ability students than on higher ability students. Lower ability students appear to be more reactive to or dependent on class norms than are higher ability students. |
| Nama Pengarang | : | PETER MOSENTHAL |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 679-689 |
| Abstraksi Narasi | : | This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher`s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlooked player motives and game goals. In the cognitive-developmental teacher`s class, students tended to write narrative accounts abaout a baseball game by drawing on a variety of meaning sources and processes besides reproduction of some current stimulus. Moreover, these students tended to develop stories with developed motive structures and game goals. These findings are discussed in terms of teacher ideological differences (Bernier, 1981) and a theory of children`s classroom writing competence (Mosenthal, Davidson-Mosenthal, & Krienger, 1981). |
| Nama Pengarang | : | GARY NATRIELLO |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 579-595 |
| Abstraksi Narasi | : | This paper examines the relationship between teacher perceptions of the frequency of evaluation activity and assessments of their effort and effectiveness. Drawing on the theory of evolution and the excercise of authority developed by Dornbusch and Scott (1975), we proposed two hypotheses concerning the impact of evaluation processes on teacher leverage, the ratio of effectiveness to effort. First we predicted a curvilinier relationship between the frequency of evaluation activities and teacher leverage. Second, we expected that the impact of evaluation on teacher leverage would be influenced by the ways in which teacherss conceived of their teaching tasks. We predicted a curvilinear relationship between the degree to which teachers conceived of their tasks as active or unpredictable and the impact of evaluation on leverage. The hypotheses were examined in a survey of 182 teachers in six inner-city middle schools. Neither hypothesis was confirmed. The results indicated a positive relationship between frequency of evwluation and teacher leverage. Teachers reporting more frequent evaluation actyvity experienced a greater degree of effectiveness in relation to effort on their teaching tasks. The second hypothesis could not be examined because teachers in the study conceived of all of their teaching tasks as highly inert or predictable. |
| Nama Pengarang | : | David W. Chapman |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 645-658 |
| Abstraksi Narasi | : | This study was conducted as atest of a model of the influences on teacher retention. discriminant analysis was used to study defferences among three groups of college graduates with teaching certificates: (a) those who taught continuously, (b) those who stratted teaching but left teaching within 5 years, and (c) those who never tought. Meaningful differences were found among the groups in a pattren that supported the model. Implications for school administration, teacher training, and for further model development are discussed. |
| Nama Pengarang | : | PENELOPE L. PETERSON, SUSAN R. SWING, KEVIN D. STAR, GREGORY A. WAAS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 487-515 |
| Abstraksi Narasi | : | this study investigated students` reports of attention, understanding, cognitive processes and affect during mathematics instruction. Two classes of fifth grade students (N = 38) were taughtt a 9-day mathematics unit on measurement by one of their teachers. Student were videotaped during instruction and interviewed subsequently using a stimulated-recall procedure. Students completed an achievement test and questionnaires about their attention, cognitive processes, motivational self-thoughts, and attitudes toward mathematics. Results suggest that student`s report of attention, understanding, and cognitive processes were more valid indicatorsf classroom learning than observers` judgments of students` time on task. Findings also indicate that students` reported affect as well as cognitions mediated the relationship between instructional stimmuli and student achievement and attitudes. |
| Nama Pengarang | : | JULIUS SASSENRATH, MICHELLE CROCE, MANUEL PENALOZA |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 557-563 |
| Abstraksi Narasi | : | Two group of 49 students were matched on age, ethnicity, gender, socioeconomic status, and IQ on data obtained 10 years earlier when they were in public elementary schools. One of the groups switched from public to private schools with an average amount of time in the private schools being about 5.5 years. The other group remained in public schools. Ten years later when they were seniors in high school, both groups were given the same reading and mathematics tests. The results of this longitudinal study do not show any mean differences in achievement test scores between the private and public sectors. The results are discussed largely in the context of two recent and well-known studies on the same topic by Coleman, Hoffer, and Kilgore (1981) and Page and Keith (1981). |
Unduh Dokumen Berkas PDF Utama