Showing papers in "Review of Educational Research in 1997"
TL;DR: There have been a number of research programs that have investigated students' thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge evaluation is evaluated.
Abstract: There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.
2,830 citations
TL;DR: In this article, a review of psychological theory and research critical to understanding why parents become involved in their children's elementary and secondary education is presented, and three major constructs are believed to be central to parents' basic involvement decisions.
Abstract: This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive mode...
1,776 citations
TL;DR: This paper examined the effects of adventure programs on a diverse array of outcomes such as self concept, locus of control, and leadership, and found that these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments (ES =.17).
Abstract: The purpose of this meta-analysis is to examine the effects of adventure programs on a diverse array of outcomes such as self concept, locus of control, and leadership. The meta-analysis was based on 1,728 effect sizes drawn from 151 unique samples from 96 studies, and the average effect size at the end of the programs was .34. In a remarkable contrast to most educational research, these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments ( ES = .17). The effect sizes varied substantially according the particular program and outcome and improved as the length of the program and the ages of participants increased. Too little is known, however, about why adventure programs work most effectively.
967 citations
TL;DR: A review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction can be found in this paper.
Abstract: This is a review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction. As a method of inquiry, the analysis of verbal reports provided by readers thinking aloud revealed the flexible and goal-directed processing of expert readers. As a mode of instruction, thinking aloud was first employed by teachers who modeled their processing during reading, making overt the strategies they were using to comprehend text. Subsequently, instructional approaches were developed to engage students themselves in thinking aloud. Such endeavors revealed facilitation effects on text understanding. Current efforts to engage students in constructing meaning from text in collaborative discussions seem to indicate a new direction for thinking aloud research, one in which social interaction assumes increased importance.
331 citations
TL;DR: In this article, a critical review focuses on 13 articles and 5 book chapters by prominent special education scholars, who write in support of a continuum of special education services and recommend that only the results of empirical research should inform special education practice.
Abstract: This critical review focuses on 13 articles and 5 book chapters by prominent special education scholars. These authors write in support of a continuum of special education services and recommend that only the results of empirical research should inform special education practice. They also express wariness about the concept of inclusion and the direction of the inclusion movement. In touting the superiority of their own scholarship, they accuse inclusion supporters of being political, subjective, and ideological. This article challenges the supposed neutrality of the special education status quo and the moral grounding of the reviewed authors’ position. Drawing from the insights of theorists who study ideology, the analysis sheds light on the ideological nature of the reviewed authors’ own writing. The major recommendation put forth in this article is that scholars and other professionals need to think seriously about the impact of their educational preferences on the least powerful members of society if ...
297 citations
TL;DR: In this paper, a review assembles studies and analyses of large-scale systemic reform initiatives aimed at mathematics and science education, especially those undertaken by state governments and the National Science Foundation.
Abstract: This review assembles studies and analyses of large-scale systemic reform initiatives aimed at mathematics and science education, especially those undertaken by state governments and the National Science Foundation. The review concentrates on qualitative investigations, which reveal whether and how these initiatives converge on the improvement of instruction. The evidence to date, though inherently incomplete, has much to say about the logic of systemic reforms, the avenues by which these reforms may reach the classroom, and the kinds of classroom-level impacts that are apparent so far or likely to occur in the near term. The implementation and effects of these reforms can be understood productively in the theoretical terms applied to the study of innovation and change, implementation of governmental policies, and professional and organizational learning.
275 citations
TL;DR: In this article, the validity and utility of classifying poor readers into learning disability (LD) and non-learning disability (non-LD) categories on the basis of the discrepancy between their IQs and reading achievement scores (the Discrepancy Model) was questioned.
Abstract: This article calls into question the validity and utility of classifying poor readers into learning disability (LD) and non-learning disability (non-LD) categories on the basis of the discrepancy between their IQs and reading achievement scores (the Discrepancy Model). This form of classification of poor readers is based on two premises. First, the etiologies of these two forms of reading disabilities are different; therefore, there are qualitative differences in the cognitive makeups of these two groups of poor readers. Second, and consequently, the two categories of poor readers require different kinds of remedial treatment. The present review of research indicates that neither of these two premises is valid. In contrast, many research studies indicate that instructional methods which have disregarded the LD-non-LD distinction and focused their remedial efforts on the cause of the reading problem are generally successful in improving reading achievement. It is suggested that the practice of utilizing th...
249 citations
TL;DR: In this article, the authors examined the social competence and affective functioning of children with mild disabilities and found that these children had poorer social skills, exhibited more interfering problem behaviors, and were poorly accepted or rejected by peers.
Abstract: Empirical research examining the social competence and affective functioning of children with mild disabilities was reviewed. Mild-disability groups included children variously classified as having specific learning disabilities, mild mental retardation, behavior disorders, and attention deficit-hyperactivity disorder. Social competence was conceptualized as a multidimensional construct that included social skills, adaptive behavior, and peer relationship variables. Children with mild disabilities were shown to have difficulties in negotiating both peer-related and teacher-related adjustments in school settings. Consistent with previous reviews, this review showed that children with mild disabilities had poorer social skills, exhibited more interfering problem behaviors, and were poorly accepted or rejected by peers. Conflicting evidence in the literature exists as it relates to the general self-esteem levels of various groups of students with mild disabilities. These findings were interpreted in terms of...
228 citations
TL;DR: This article examined employment and post-secondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes, and concluded that the promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employability skills and academic skills are systematically connected for students.
Abstract: This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school- and employment-related outcomes for youth with disabilities continue to be problematic when compared with those for nondisabled youth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employability skills, and academic skills are systematically connected for students. The educational reform literature indicates...
186 citations
TL;DR: In this article, the authors review the research literature since 1980 on uses of technology in special education and summarize the extensive observational and naturalistic studies, as well as research efforts in technology-based assessment.
Abstract: In this article we review the research literature since 1980 on uses of technology in special education. Unlike past reviews, which have typically focused on academically related issues and the effectiveness of computer-assisted instruction, this review also summarizes the extensive observational and naturalistic studies, as well as research efforts in technology-based assessment. This diversity of research in special education stems from the multiple roles of the special education teacher, who, in addition to bearing instructional responsibilities, often determines eligibility for services, tracks progress toward IEP goals, and facilitates a student’s day-to-day participation in general education settings.
128 citations
TL;DR: Metz as mentioned in this paper identified several assumptions about elementary school children's scientific reasoning abilities that have frequently been used for the purpose of framing “developmental appropriate” science curricula.
Abstract: My earlier article (Metz, 1995) identified several assumptions about elementary school children’s scientific reasoning abilities that have frequently been used for the purpose of framing “developmental appropriate” science curricula. That article traced the origin of those assumptions to an interpretation of a segment of Piaget’s writings and then critiqued those assumptions of the basis of Piaget’s corpus, as well as the contemporary cognitive developmental research literature. Given that developmental research constituted the primary base on which I critiqued these assumptions and formulated alternative recommendations, lam surprised by Deanna Kuhn’s (1997) contention that the article could be read as suggesting that the developmental literature has “failed” science educators and that they would be advised to look elsewhere to inform their curricular design. Nevertheless, I do consider the relation between cognitive developmental research, as embodied in the contemporary research tradition, and children...
TL;DR: This article reviewed the quantitative literature on culturally sensitive parent education programs, discussing issues of research methodology and program efficacy in producing change among ethnic-minority parents and their children, concluding that the prevalence of flaws in research methodology may contribute to the finding of somewhat lower efficacy of these programs in comparison to standard programs.
Abstract: The recent growth of culturally sensitive parent education programs necessitates an evaluative look at their effectiveness. This article critically reviews the quantitative literature on culturally sensitive parent education programs, discussing issues of research methodology and program efficacy in producing change among ethnic-minority parents and their children. Culturally sensitive programs for African American and Hispanic families are described in detail Quantitative studies of culturally sensitive programs are critiqued against existing literature on the effectiveness of traditional parent education programs. Main conclusions include the prevalence of flaws in research methodology, which may contribute to the finding of somewhat lower efficacy of these programs in comparison to standard programs. Although efficacy studies of programs for Native American and Asian American parents could not be found, efforts to serve these populations are also described. Recommendations for future research are proposed.
TL;DR: This article provided a historical, philosophical, and theoretical analysis of affirmative action in higher education, and argued that affirmative action goes to the heart of what we mean by public higher education and what we meaning by "merit".
Abstract: This article provides a historical, philosophical, and theoretical analysis of affirmative action in higher education. It begins with the historical basis for affirmative action and the rationale for why it has been needed. The author outlines the philosophy behind affirmative action and its legal ramifications. The article then evaluates the success of affirmative action, outlines the criticisms that have been made of it, and considers alternatives. It is argued that affirmative action goes to the heart of what we mean by public higher education and what we mean by “merit.” Although the policy has not succeeded in creating dramatic improvements, it has been consistent with basic assumptions about the meaning of academic community.
TL;DR: The authors consider whether research and theory in developmental psychology stand to inform science educators' pursuit of directions of the sort Metz advocates, and propose a "guideposts" rather than "constraints" model of how developmental psychology might inform science education efforts.
Abstract: Metz (1995) criticizes “developmentally based” science curricula as inappropriately constraining science instruction to activities that bear little resemblance to authentic scientific inquiry, which she recommends as a more productive model for science education. Here, I reflect on Metz’ recommendations, consider whether research and theory in developmental psychology stand to inform science educators’ pursuit of directions of the sort Metz advocates, and propose a “guideposts “ rather than “constraints “ model of how developmental psychology might inform science educators’ efforts.
TL;DR: In this article, a critical analysis of middle school advisor-advisee programs is presented, and a conceptual framework is provided for identifying potential barriers to advisories at the inception as well as the implementation and maintenance phases, and suggestions for addressing these barriers are discussed.
Abstract: This article presents a critical analysis of middle school advisor-advisee programs. The history of and rationale for these programs are reviewed, and a typology is offered for distinguishing different advisory programs. A conceptual framework is provided for identifying potential barriers to advisories at the inception as well as the implementation and maintenance phases, and suggestions for addressing these barriers are discussed. Existing research on advisory programs is reviewed and evaluated, and guidelines for improving future research are presented. Finally, alternative educational practices for achieving the goals of advisory programs are considered.
TL;DR: The authors argue that a comprehensive review of the inclusion debate needs to cast a bigger net than the one used by Gresham and MacMillan, and refer to some of the additional research and interpretive perspectives that seem relevant to considerations of inclusion and diversity in America's schools.
Abstract: Gresham and MacMillan review what the research says about the comparative development of socialization skills in children with disabilities placed in inclusive or noninclusive educational programs. Our article responds by arguing that a comprehensive review of the inclusion debate needs to cast a bigger net than the one used by Gresham and MacMillan. We briefly refer to some of the additional research and interpretive perspectives that seem relevant to considerations of inclusion and diversity in America’s schools.
TL;DR: The Fergusons' response to our review of the social and affective characteristics of children with mild disabilities was nonresponsive to the purpose and scope of our review, as well as to the conclusions we drew from it as mentioned in this paper.
Abstract: The Fergusons’ response to our review of the social and affective characteristics of children with mild disabilities was nonresponsive to the purpose and scope of our review of the empirical literature, as well as to the conclusions we drew from it. Their rebuttal on ways of knowing is typical of a constructivist perspective on the field of disabilities, in which personal anecdotes and opinions are on equal footing with empirical evidence drawn from systematically controlled studies. It is unfortunate that the Fergusons chose to interpret our review from the well-worn and tired perspective of The Association for Persons with Severe Handicaps (TASH) on full inclusion, an ideologically driven movement for the severely, not the mildly, disabled. We are concerned that our review provided a pulpit from which constructivists such as the Fergusons could preach their ideological gospel.