| Nama Pengarang | : | Helene G. Abrams; Louise Podojil Jernigan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 261-274 |
| Abstraksi Narasi | : | During their freshman year, 219 high-risk students at Eastern Michigan University attended special small classes, visited tutors, and participated in a reading and study skills program. As a result of this involvement, they significantly improved their reading skills. Also, 57 percent of these high-risk students earned a C or better average by the end of thir freshman year, even though predictions based on their admission test scores and high school grade-point averages (GPAs) sugested failure. The variables of hours spent using the support services and the number of tutor contacts correlater positively with their college GPAs and improved the prediction of their fall GPAs. |
| Nama Pengarang | : | Gordon E. Samson, M. Elizabeth Graue, Thomas Weinstein, Herbert J. Walberg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 311-321 |
| Abstraksi Narasi | : | Computer searches of three data bases and hand searches of four majjor review articles yielded 35 studies of the association between academic and occupational performance in various fields completed since 1950. The study-weighted mean of the 209 correlations is 155, and the standard deviation is .176. Although highly significant, academic indicators such as grades and tes scores account on average for only 2,4% of the variance in occupational performance criteria such income, job satisfaction, and effectiveness ratings. Predictions of occupational performance from academic indexes were somewhat higher in business and nursing, somewhat lower in teaching and engineering, and not significant for MD`s and PhD`s. The correlation magnitudes depend on several characteristics of the studies and their populations. |
| Nama Pengarang | : | Christine B. Mccormick, Joel R. Levin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 379-398 |
| Abstraksi Narasi | : | Seventh- and eight-grade student were presented fictitious biographies to remember. Keyword students were instructed to use a prose-learning adaption of the mnemonic keyword method, and control students were left to their own devices. In the innitial experiment, each of three variations of the keyword method, differing in term of the manner in which the mnemonic images were organized, resulted in significantly higher levels of recall than did control instructions. Moreover, the keyword groups could be distinguished from the controls, as well as from one another, on the basis of qualitative differences in their recall pattern. In a subsequent experiment, the basic findings were replicated using both immediate and delayed recognition test. |
| Nama Pengarang | : | Marshall Arlin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 103-120 |
| Abstraksi Narasi | : | Two studies were conducted to examine time factors of mastery learning. According to mastery learning theory, between-student variability of learning time will progressively decrease under conditions of mastery learning. The first study was an experiment in wich four classes of elementary school students learned 10-unit sequences of typical school material under mastery learning conditions. The second study was a post hock longitudinal evaluation of students who learned arithmetic in a mastery procedure from grades 1 to 4. In contrast to mastery claims, student time differences did not decrease across the 10 days of the first study or the 4 years of the second. Rather, learning time variability remained stable or increase. It may be necessary to modify mastery learning theory in light of these result. |
| Nama Pengarang | : | G.M.SEDDON;P. A. ENIAIYEJU;and I.JUSOH |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-38 |
| Abstraksi Narasi | : | Two experiments were carried out to investigate how remedial instruction may be given to student who have difficulties in visualizing the diagrammatic representation of a three-dimensional structure after the stucture has been rotated. Experiment I demonstrated that two methods using models and diagrams were significantly better than a method that used only diagrams. The use of shadows with the models was significantly better than the use of models on their own. Experiment II investigated different ways of presenting a sequence of slide to demonstrate how the diagrams should be drawn to show changes in the diagrams as the structure rotates through small angles. The more effective methode of changing the slide was one in which successive projected images dissolved into each other. The effectiveness of the programmes increased as the angle, through which the structure rotated for succesive slides, decreased from 30 derajad to 10 derajad. |
| Nama Pengarang | : | THOMAS A. LYSON; WILLIAM W. FALK |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 181-193 |
| Abstraksi Narasi | : | Using data from the National Longitudinal Study of the High School Class of 1972, this paper examines the relationship between teaching plans and actually embarking on a teaching career. Result show that almost half the NLS respondents holding teaching positions in 1979 did not report teaching plans in hight school, whwreas thee-fourths of the seniors who planned to teach were not teaching 7 years after hight school graduation. Discriminant analysis is used to identify a set of background characteristics, demographic traits, and academic ability measures that distinguish different paths toward, into, and away from a career in teaching. Theoretical and policy implications of the findings are discussed. |
| Nama Pengarang | : | Kevin J. Gilmartin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 79-101 |
| Abstraksi Narasi | : | A longitudinal file was developed containing statistics an almost all colleges and universities in the country and was used to compute 61 indicators of institutional viability. Particular colleges were identified as being in distress based on a combination of objective measures: closure, default on a federal loan, extreme enrollment declines, extreme reduction in faculty salaries, and extreme declines in current fund revenues and balances. These colleges were used to validate the indicators as being related to distress, separately by type of college. The validated indicators for each type of college were then used to construct a summary index of viability, which was found to classify accurately colleges, women`s colleges, 2-year vocational colleges). Twelve kinds of colleges were found to frequently receive low scores on the summary measure. |
| Nama Pengarang | : | Mariorie W. Steinkamp;Martin L. Maehr |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-59 |
| Abstraksi Narasi | : | In a comprehensive review of the literature containing comparisons between boys and girls on some measure of motivation in science and/or some measure of achievement in science, findings were transformed into a common metric-an effect size-and analyzed meta-analytically. Drawn from articles and reports, large-scale national and international studies, and standardized testing procedures, the data base provided a total of 207 effect sizes for motivation and 406 effect sizes for achievement in science. It was found that sex differences in both motivation and achievement are smaller than is generally assumed, but they do occur, and, with few exceptions, they tend to favor males. The literature sources contained information on 25 variables suspected of impinging on motivation in science. These were analyzed in depth and related to the direction and magnitude of sex differences in motivational orientation. |
| Nama Pengarang | : | Ok.Choon Park |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-162 |
| Abstraksi Narasi | : | Two concept-teaching strategies, designed to facilitate the identification process of critical attributes and the formation and elaboration process of a prototype, were compared to test their effectiveness. Results showed the following: (a) Using an analytically organized list of critical attributes and their relationships resulted in better performance than using best examples in classifying newly presented examples during instruction (p< .05), but the former required a longer time to complete the instructional booklet (p< .001); (b) presentation of best examples facilitated prototype formation in memory and resulted in a higher degree of retention (p< .005). Other findings suggest thst field-dependent students need more best examples in expository form than do field-independent students need more best examples in expository form than do field-independent students to form the conceptual prototype. |
| Nama Pengarang | : | Bonnie J. F. Meyer;Roy O. Freedle |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 121-143 |
| Abstraksi Narasi | : | Discourse can be organized in different ways; four of these ways are comparison, problem/ solution, causation, and a collection of descriptions. These four discourse types correspond to schemata that vary in their organizational components; these differences were expected to result in differences in processing text. The more organized discourse types of comparison, problem/solution, and causation were predicted to yield superior recall of information than when this same information was cast as a collection of descriptions about a topic. The data from two studies support the hypothesized facilitation of the more organized types of discourse and have implications for understanding memory and writing instructional materials. |
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