| Nama Pengarang | : | Lynn S. Fuchs, Stanley L. Deno, Phyllis K. Mirkin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 449-460 |
| Abstraksi Narasi | : | This study examined the educational effects of repeated curriculum based measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned ramdomly to a repeated cucrriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment. Over the 18-week implementation, pedagogical decisions were surveyed twice; instrctional structure was observed and measured three times; students`knoledge about their learning was assessed during a final interviev; reading achievement was tested before and after treatment. Analyses of covariance revealed that experimental teachers effected greater student achievement. Additional analyses indicated that (a) experimental teachers` decisions reflected greater realism abaout and responsiveness to student progress, (b) their instructional structure demonstrated greater increases , and (c) their students were more aware of goals and progress. |
| Nama Pengarang | : | Rebecca Bardwell |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 461-472 |
| Abstraksi Narasi | : | Researchess have assessed either the development of expectations or the motivational function of expectations, and often have attempted to relate their findings to the other half of the expectation-performance relationship. This study was designed to investigate simultaneously the development of and the motivational function of expectations. Fourth, sixth, and eight grade students studied a word learning task and were tested on 3 consecutive day. Expectancy statements were made by half the subjects. Results concerning the development of expectations seemingly contradict previous research, but the contradiction was explained in terms complexity of the task. Expectations were found to be motivational. |
| Nama Pengarang | : | HELENE F. BEI-Z, DAVID C. GEARY |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 473-478 |
| Abstraksi Narasi | : | Social background correlates of scholastic achievement are of concern to educational researchers. The present study examines the relationship of a number of social background variables to SAT scores: sex, ethnic status, ordinal birth position, father`s absence, and father`s occupation. Of these, father`s occupation has received little attention, other than as an index of socioeconomic status. Roe (!956) described personality and cognitive differences between occupational categories. Using these categories, father`s occupation was found to be associated with significant differencesin quantitative and verbal SAT scores. Further, significant relationship between sex, etnic status, and father`s absence and SAT scores were found. Consideration of paternal occupation as a potentional interacting variable associated with scholastic achievement may prove useful in future educational research. |
| Nama Pengarang | : | Sumru Erkut, Janice R. Mokros |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 399-417 |
| Abstraksi Narasi | : | A questionnaire study among sophomores and seniors in five coeducational and one womens`s liberal arts college provided the data for this research. A return rate of 66% was achieved, yielding 723 subjects, all of whom were able to identify a professor who had demonstrated the kinds of qualities and skills they considered important for themselves. The results show that female student neither gravitate toward nor avoid female role models. They chosse female faculty as models to the extent that women are available on campus. Men or the other hand, avoid female models. They prefer high status, powerful male models who can promote their educational or career goals. Women, especially those choosing female models, look for the information that it is possible to combine a rewarding professional and family life. The responses of female and male students showed many more similarities than differences in the amount and nature of contact with models, mentoring performed by models, and modeling influences. Sex differences in the impact of models related to the type of college women attended. Women at the single sex college with male models were found to be academically most successful, felt more successful relative to their male and female peers, and more of these women planned to attend a graduate or professional school than any other group. |
| Nama Pengarang | : | David H. Monk; Mohd Ariffin Ibrahim |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 295-310 |
| Abstraksi Narasi | : | Student absences throughtout the school year vary in timing and number. Similarly, classrooms vary in the total number of pupil days of absence, in the distribution of absences troughout all school days, and in the degree to which the same students are repeatedly absent. This paper compares these and other aspects of absentee patterns with pupils` performance on a standardized ninth grade algebra examination to the gross quantity of absence, are related to pupils performance. Moreover, results indicate that attending students` test score performance is sensitive to classmates` absences. |
| Nama Pengarang | : | Karen K. Wixson |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 419-433 |
| Abstraksi Narasi | : | This research was designed to investigate the effects of posquestions directed at information of differing levels of importance on children`s understanding and recall of expository text. One hundred seventy-two average and above average fifth grade students read one of three short, expository passages and wrote the answers to a set of postquestions directed at either the most important, the next more important, the least important, or text-irrelevant information. One week later subject wrote a free-recall and answers to a set of test questions. The results of the analysis of the recall data indicated that subjects`recall of the questioned information was superior to their recall of the unquestioned information and the recall of subjects who were questioned about different information regardless of the level of inportance of the postquestions. The results of the analisys of the children`s answers to the test questions corroborated the findings from the recall data. These result support the conclution that postquestions directed at information from all levels of importance within expository tex result in am backward review effect in children that is specific to questioned information. |
| Nama Pengarang | : | Karl J. Klauer |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 323-339 |
| Abstraksi Narasi | : | Twenty-three research reports were selected based on five predetermined criteria. This ied to 52 comparisons in which an experimental group was compared with its corresponding control group. Effect size estimators and their confidence intervals were calculated using methods developed by Glass (1977), Hedges and Olkin (1980), and Hedges (1981). The main findings of the meta-analysis were the following: giving behavioral objectives, learning directions, or questions before an instructional text is read leads to some improvement in the learning of goal relevant material: however, these preinstructional acts impede the learning is slightly improved by these acts. Some variables seem to have a modifying influence on the learning of goal relevant material and of goal irrelevant material (e.g., variables such as text length, objective type, test difficulty, etc.). To a certain extent the results have supported the information processing theory of intentional and incidental learning. |
| Nama Pengarang | : | Larry P. Nucci |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 367-378 |
| Abstraksi Narasi | : | This study examined if students evaluate teachers as respondents to social transgression on the basis of whether the teacher provides responses that are concordant with the domain (i.e., moral or conventional) of the transgreeeions. Findings were that students rated domain appropriate (DA) teacher responses higher than domain inappropriate (DIA) or domain undifferentiated (command) responses. In addition, subjects were found to generalize their ratings of responses to their ratings of the teachers. Subjects rated teachers employing DA responses higher than subjects employing DIA responses. |
| Nama Pengarang | : | James A. Kulik, Chen-Lin C. Kulik, Robert L. Bangert |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 435-447 |
| Abstraksi Narasi | : | This meta-analisys synthesis of evaluation findings from 40 studies showed than students can raise their scores on aptitude and achievement tests by taking practice form of the test. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and criterion measurement and were smaller when parallel form were used. Second, the size of the effect increased with the number of practice test given. And finally, the size of effect was influenced by the ability level of the population studied; gains were larger for subjects of hight ability than they were for subjects of low ability. |
| Nama Pengarang | : | Marlaine E. Lockheed; Abigail M. Harris |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 275-294 |
| Abstraksi Narasi | : | Structured naturalistic observations, representing about 1,400 hours of classroom behavior, and student surveys were analyzed to determine: (a) the extent to which small group instruction was used in elementary school classrooms, (b) the academic conditions under which small group instruction was used, and (c) the effects of small group instruction on student attitudes and perceptions, particularly those related to gender stereotypes. In 29 fourth and fifth grade classrooms 23,590 observation records were collected; approximately 11 % of the record indicated the use of instructional small groups, of which 8 % were mixed-sex groups. Small groups were observed more often in physical education and reading classes and less often in art classes. The use of small groups was not related to gender stereotypes regarding student competence but was negatively related to mere general gender stereotypes held by female students.Attitudes toward cross-sex cooperation were negatively related to cooperative grouping for both male and female student, although cross-sex peer ratings by females were positively related to cooperative groupings. Perceptions of oneself as a problem solver were positively assosiated with cooperative groupings for male students only. The results are discussed in relationship to the characterization of sex as a status characterstic influencing the dynamics of group interaction. |
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