| Nama Pengarang | : | BRIAN ROWAN, CHARLES E. DENK |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 517-538 |
| Abstraksi Narasi | : | This study assessed the effects of a change in principals, called management succession, on schoo-level basic skills achievement using longitudinal data on 149 schools in the San Franciscom Bay Area. The analysis showed that a change in principals at a school did not affect basic skills achievement until the second year of a new principal`s tenure. It was also found that the effects of principal change differed depending on the socioeconomic composition of the school. In school with low proportions of students who receive Aid to Families with Dependent Children (AFDC), the effects of succession on achievement were negative, but as the persentage of AFDC students in a scholl increased beyond 20%, succession effects on achievement turn positive. the findings indicste that changes in school leadership can affect basic skills achievement, but that leadership effect are slow to develop and are conditioned by the socioeconomic context of the school. |
| Nama Pengarang | : | A. D. PELLEGRINI |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 691-701 |
| Abstraksi Narasi | : | The intent of the study was to examine the effectiveness of elements of the thematic-fantasy play training paradigm in facilitating children`s immmediate and maintained storrrry recall. One-hundred and ninety-two children in kindergarten and first grade (balanced for sex) were randomly assigned to one of four groups: adult-directed play, peer-directed play, accomodation questions, or control. Children were read different books on three occasions and exposed to their appropiate treatments after each reading. After the third session, story recall was measure by a 10-item CRT, a story recall task, and a sequential memory task. Maintenance effects were measured I week later on the first two measures. Results generally indicated that adult tuition was not an important element for players. In term of immediate recall, fantasy reenactment was generally more effective than were ccommodation questions. For maintained recall, accomodation questions were generally as effective the play conditions |
| Nama Pengarang | : | KENNETH D. HOPKINS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 703-712 |
| Abstraksi Narasi | : | The inferences drawn from many statistical analyses are not congruent with the analyses performed. The analysis commonly employed when cognitive or affective measures serve as the dependent variable yields an inference that is rigorously generalizable only to the specific set of scales or items that were imployed, and not to tha intended universe of items of which the set used is viewed as a representativesample. The arguments in this paper show that if the items are inconporated into the design as levels of a random facet via generalizability theory, the inferential question in the desired universe of inference can be examined statistically. An estimate of the reliability (generalizability) of the outcome variable also accrues from the proposed analysis. Advantages of nesting items within subjects are proposed. |
| Nama Pengarang | : | JIMY M. SANDERS |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 605-616 |
| Abstraksi Narasi | : | The priority attached to inner city student desegregation has often become diminished with the onset of mandatory faculty desegregation. Consequently, students tend to be substantially more segregated than teachers in urban schools. Moreover, faculties in predominately minority schools typically have higher turnover and less experiences than faculties in other schools. In the largest district initially placed under cout-ordered faculty desegregation, we examined how these circumstances may have influenced academic attainment among alementary students. Achievement among black students was negatively related to the extent to which their teachers were racially isolated. Also, achievement was lower for black students assigned teachers who were involuntarly transferred for faculty desegregation purposes. The achievement of black, Hispanic, and white students was positively associated with teaching experiences and negatively related to faculty turnover. These findings suggest that poorly planned desegregation policies can have undesirable consequences. |
| Nama Pengarang | : | BERNARD M. FRANK |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 669-678 |
| Abstraksi Narasi | : | Field- independent and field-dependent students listened to a taped lecture under one of four study technique conditions: (a) no notes, (b) student`s notes, (c) outline framework plus student`s notes, and (d) complete outline plus student`s notes. After listening to the lecture, all students were permitted a 10-minute review period, which was followed by a 20-item multiple choice test. Analyses of test performance and notes taken yielded result consistent with field independence-dependence theory. In particular, analyses of the significant interaction of Cognitive Style X Study Technique revealed that field-independent students performad better than field dependent students under the student`s notes condition. Also , fielddependent students performed significantly worse under the student`s notes condition than did field-dependent students under the complete outline condition. Notes of field-independen students. the results are discussed in terms of explanations of performance differences, relevance for future notetaking research, and implications for educational practices. |
| Nama Pengarang | : | THEODORE COLADARCI, N. L. GAGE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 539-555 |
| Abstraksi Narasi | : | Result from recent classroom-based experiments suggest that teacher behavior can be modified and student achievement improved through minimal interventions where (a) teacher training is carried out in correspondence course fashion and (b) comprehensive classroom observations are not conducted. this experiment represents such an intervention, carried out in the fourth, fifth, and sixth grade classrooms of 32 volunteer teacher. the experimental group teachers recived through the mail a series of teacher training packets containing recommendations for teaching practices derived from the results of four large-scale correlational studies of teaching. Before and after training, classroom observations were conducted for 2 hours on two occasions. Analyses indicated that the intervention did not effect significant change in training-related teaching practices or end-of-year student achievement. Discussion of these results addresses factors that probably mediate treatment implementation and, consequently, effects on student achievement in research of this kind. |
| Nama Pengarang | : | JAYNE E. STAKE |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 565-578 |
| Abstraksi Narasi | : | Changes in six measures of achievement-related motivation and convidence were tested in a longitudinal study of 138 women and 96 men during their first year at a mid-sized, midwestern public university. An interaction was found between gender and level of course enrollment during the year (p < .05). Full-time college enrollment was advantageous for the men but disadvantageous for the women as measured by the motivation and convidence variables. This interaction could not be explained by initial differences in the confidence and motivation variables or by defferences in 18 other noncampus variables tested. an interaction was also found between acceptance of campus advisement and gender (p < .3). Both findings sugest that the men`s achievement-related motivation and confidence increased with greater assimilation into the campus inviironment, but that the woment showed more positive changes when they were less well assimilated. Implications for differences in the campus experiences of men and women are discussed. |
| Nama Pengarang | : | Maribeth Gettinger |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 617-628 |
| Abstraksi Narasi | : | The causal effects of time spent in learning (TSL) and time needed for learning (TTL) on reading and spelling achievement, as measured by standarized achievement, criterion test accuracy and retention, and teacher rating were investigated. The subjects were 171 fourth and fifth grade students. TTL was evaluated as the number of trials needed to master a lerning or speling task to 100% criterion. TSL was evaluated using the same procedure, except that children self-determined the number of trials they spent on an alternate task for each skill area. Within the model proposed, TTL contributed significantly to achievement, and its direct effect was greater than that of TSL. The data were also analyzed this model in which degree of learning is postulated to be a function of the ratio of TSL and TTL. |
| Nama Pengarang | : | Thomas R. Guskey |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 245-259 |
| Abstraksi Narasi | : | This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures shwed that those teachers who experienced positive change in the learning outcomes of their students expressed increasd personal responsibility for both positive and negative student outcomes, increased affect toward teaching, but decreased confidence in their teaching abilities. Implications regarding the alterability of these teacher characteristics are discussed. |
| Nama Pengarang | : | Herbert W. Marsh, Dennis Hocevar |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 341-366 |
| Abstraksi Narasi | : | University instructors who tought the same course at least four times over a 4-year period were evaluated by different groups of students in each of these four classes (N = 316 instructors, 1,264 classes, 31,322 students). Factor analyses of the class average ratings clearly replicated the nine evaluation dimensions found in earliner studies. A multitrair-multimethod (MTMM) matrix was formed in which the nine dimensions were the multiple traits, and the four different offerings of the same course were the multiple methods. Across all nine dimensions the average convergent validity was r = .68. MTMM analyses with both the Campbell-Fiske MTMM criteria and confirmatory factor analysis (using LISREL) demonstrated substantial convergent and discriminant validity, but little method/halo effect. The confirmatory factor analysis also demonstrated the generalizability of the multivariate structure of the ratings across the four sets of courses. Taken together, these findings provide stronger evidence for the multidimensionality of student ratings than does any previously published research and describe a powerful analytic tool for use in student evaluation research. |
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