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American Educational Research Association Meeting (2002 : New Orleans, La.)

Works: 520 works in 611 publications in 1 language and 4,250 library holdings
Genres: Conference papers and proceedings 
Publication Timeline
Most widely held works about American Educational Research Association
Most widely held works by American Educational Research Association
Working with multiracial students : critical perspectives on research and practice by Kendra R Wallace( )

2 editions published in 2004 in English and held by 1,132 WorldCat member libraries worldwide

Research in teacher education : international perspectives by R. P Tisher( Book )

2 editions published in 1990 in English and held by 446 WorldCat member libraries worldwide

This book was developed in response to audience interest in a symposium sponsored by the American Educational Research Association (annual meeting, Washington, D.C., 1987). The book addresses international perspectives on research in teacher education and offers the following contributions from scholars from 12 countries: "The Role Played by Research in Teacher Edcatin" (Marvin F. Wideen and Richard P. Tisher); "Teacher Education in Canada: a Research Review" (M.F. Wideen and Patricia Holborn); "Research on Teacher Education in Japan" (Akira Sato and Jun Ushiwata); "a Decade of Research on Teacher Education in the Netherlands" (Frans K. Kieviet); "One and a Half Decades of Research on Teacher Education in Australia" (R.P. Tisher); "Research on Teacher Education in West Germany" (Hans Gerhard Klinzing); "Research on Teacher Education in Singapore (1968-1988)" (Ho Wah Kam); "Research on Teacher Training in a Changing Society: The Case of Britain in the Late 1980s" (David McNamara); "Indian Research in Teacher Education: a Review" (R. Govinda and M.B. Buch); "Scholarly Inquiry into Teacher Education in the United States" (Nancy L. Zimpher and Kenneth R. Howey); "Research on Swedish Teacher Training" (Bertil Gran); "Research on Teacher Education in Israel: Topics, Methods, and Findings" (Miriam Ben-Peretz); "Education Reforms and Research on Teacher Education in China" (Zhaoyi Wu and Jean Chang); "a Framework for Research on Teacher Education Programs" (Lilian G. Katz and James D. Raths); and "Review, Reflections and Recommendations" (Richard P. Tisher and Marvin F. Wideen). (Ll)
Private schools and public policy : international perspectives by William Lowe Boyd( Book )

3 editions published in 1989 in English and held by 303 WorldCat member libraries worldwide

"Based on two symposia held during the 1986 annual meeting of the American Education Research Association at San Francisco, Calif." -- T.p. verso
Perspectives on management systems approaches in education : a symposium by Albert H Yee( Book )

1 edition published in 1973 in English and held by 269 WorldCat member libraries worldwide

What difference does research make and for whom? by Françoise M Bodone( Book )

2 editions published in 2005 in English and held by 166 WorldCat member libraries worldwide

"Education is a discipline that is constantly emerging and for which there are more questions than answers. Beyond the research reports, the articles in refereed journals, and the well-crafted presentations, what is happening in education? What difference does our work make in the lives of those we research? How is education as a whole different because of our effort? And what is the nature of the difference we make? This book provides some answers to those questions, based on engaged and critical research from around the world. It is also a critical reflection on new possibilities for qualitative research, its implications and relevance to educational practice."--Jacket
The Neo-Piagetian theories of cognitive development : toward an integration( Book )

2 editions published between 1988 and 1989 in English and held by 143 WorldCat member libraries worldwide

Beginning teacher induction : five dilemmas : the proceedings from a public forum by American Educational Research Association( Book )

4 editions published in 1982 in English and held by 81 WorldCat member libraries worldwide

The Improvement process in high schools : form, function, and a few surprises by Gene E Hall( Book )

5 editions published in 1984 in English and held by 74 WorldCat member libraries worldwide

The Research and Development Center for Teacher Education has launched a national study of change at the high school level, involving visits to a national sample of 18 high schools by 2-member research teams who conducted interviews with various constituencies to determine: (1) the types, sources, and purposes of changes in high schools; (2) the key units of change; (3) the key situational factors influencing the change process; and (4) the management of the change process. Based on the initial findings of this study, five symposium papers are presented. In the first paper, "Collecting Data in High Schools: Methods and Madness," Leslie Huling-Austin addresses the problems of collecting data in high schools and describes the methodologies developed. Study findings are presented in the remaining four papers: "Changes in High Schools: What Is Happening--What Is Wanted," by William L. Rutherford and Leslie Huling-Austin; "Community, Context, and Co-Curriculum: Situational Factors Influencing School Improvements in a Study of High Schools," by Suzanne M. Steigelbauer; "Sources of Leadership for Change in High Schools," by Gene E. Hall and Frances M. Guzman; and "Facilitating Change in High Schools: Myths and Management," by Shirley M. Hord. Discussant remarks by Joseph C. Vaughan (symposium chair) and Freda Holley follow the papers. (TE)
Invented processes in solution to arithmetical problems by James M Moser( Book )

5 editions published in 1982 in English and held by 69 WorldCat member libraries worldwide

The focus is on the problem-solving behaviors of primary age children on one-step verbal or story problems involving addition and subtraction. When children are given a simple word problem for which they have not learned the necessary algorithms, they are often able to derive a solution on their own. This report focuses on the child-invented processes pupils use on word problems that would normally be solved through use of an addition or subtraction algorithm. Much of the data comes from a three-year longitudinal study of about 100 first-grade pupils from one public and one parochial school in the Madison, Wisconsin area serving middle to upper-middle class neighborhoods. It was felt that invention was a rearrangement of elements into similar structures. The data suggested that instruction has a bearing upon changes in invented behavior. Thus, any characterization of children's formal or invented mathematics concepts and procedures needs to consider the role of instruction. (Mp)
Employment reform or pupil control? : desegregation, bilingualism, and Hispanic staffing in the California public schools by Craig Richards( Book )

5 editions published in 1982 in English and held by 65 WorldCat member libraries worldwide

Changes in California's public school Hispanic teacher employment practices and the contribution of bilingual categorical funding and regulations to these practices in the period 1967-1980 are described and interpreted. The paper attempts to clarify these related issues of fact and interpretation by first describing the relative levels and direction of change in the employment of Hispanic teachers; second, describing the specific contribution of bilingualism to increased employment of Hispanic teachers; and finally, interpreting these changes in light of the social reform and social control theses. The social reform thesis argues that existing political institutions are capable of enforcing structural social reform, whereas the social control perspective states that schools cannot be expected to become significantly more equal than the larger society. The findings show that the employment of Hispanic teachers has not kept pace with the increase in Hispanic pupils and that the employment patterns increased the presence of Hispanic educators in Hispanic segregated schools and communities but not in Anglo segregated schools. Policy implications are that only a concerted planning effort directed at the state level and supported with significant increases in state and federal funding will reverse this trend. (Author/MLF)
Achievement in writing geometry proofs by Sharon L Senk( Book )

4 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

In 1981 a nationwide assessment of achievement in writing geometry proofs was conducted by the Cognitive Development and Achievement in Secondary School Geometry project. Over 1,500 students in 11 schools in 5 states participated. This paper describes the sample, instruments, grading procedures, and selected results. Results include: (1) at the end of the year approximately half the students in courses teaching proof can do more than trivial proofs; and (2) there are no sex-related differences in proof-writing achievement. Relations between proof-writing achievement and both the van Hieles' levels of reasoning and achievement on standard content are also discussed. (Author/MP)
Educational and employment experiences of the younger adult worker by Donna M Mertens( Book )

4 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

The Younger Adult Worker (yaw) study examined the systematic long-term relationship between exposure to vocational education and various indices of educational and employment outcomes. A telephone survey of 1539 young adults between the ages of 20 and 34 supplemented information from the l966-78 National Longitudinal Surveys of Labor Market Experiences for Young Men and Young Women and National Longitudinal Study of the High School Class of 1972. Analysis showed completion of a public postsecondary vocational program was positively associated with the marketing area for yaw men. For the class of 1972 a significantly positive coefficient was found for the trade and college prep variables. College prep and high socioeconomic status were positive predictors of college completion for the yaw sample. Significant negative predictors were the trade area for men and the business area for women. Trade areas were significantly positively associated with completion of apprenticeship training. Positive earnings effects were found for male marketing and trade and female business and trade graduates. Graduation from a vocational high school curriculum was negatively associated with completion of traditional postsecondary education, but positively associated with completion of nontraditional postsecondary. Study results strongly indicated sex stereotyping in vocational programs and employment. (Data tables comprise approximately one-half of the report). (Ylb)
A student-centered interpretation technique using individual performance on skills objectives of the Iowa tests of basic skills by Oliver W Cummings( Book )

4 editions published in 1981 in English and held by 63 WorldCat member libraries worldwide

Research on an interpretation technique (it) for using the Pupil Item Response Record (pirr) of the Iowa Tests of Basic Skills (itbs) to actively involve students in their test interpretation was presented. The major concern of the study was to determine whether the it had any impact on attitudes toward or knowledge about the itbs. Students in grades 4-6 used their own pirr and Skill Summary Sheet (sss), a listing of the major skills tested, to do their summarizations. A substantially different form of instrument was administered to 52 teachers in those grades. Preliminary results indicated: (1) a significant difference in knowledge found between students who had and those who had not been through the interpretation session; (2) a small, persistent decline, on average, in the students' attitudes of "caring about the test" over the three grades; (3) students' attitudes, at all grade levels, that most of the items covered material they had studied; (4) an attitude by students who participated in the it that they had done better on the itbs than students who did not participate; and (5) no immediate impact on either teacher attitudes or on teacher knowledqe about the itbs. (Rl)
The impact of the student teaching experience on the development of teacher perspectives( Book )

4 editions published in 1982 in English and held by 63 WorldCat member libraries worldwide

Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing effects of the student teaching experience on the perspectives on teaching of 13 student teachers. Before the start of their student teaching, the subjects responded to the Teacher Belief Inventory (tbi). The tbi was developed to assess teacher beliefs related to six specific categories: (1) teacher role: passive-active; (2) teacher-pupil relationship: custodial-humanistic; (3) knowledge and curriculum: strong frame-weak frame; (4) student diversity: negative-positive; (5) the role of the community in school affairs: passive-active; and (6) the role of the school in society: reproductive-transformative. Responses in each of these areas provided a profile of teacher beliefs that comprised the individual's perspectives on teaching. In addition to completing the tbi, each student teacher was interviewed at least five times between January and May, 1981, and observed while teaching at least three times. Interviews were also held with pupils, cooperating teachers, and supervisors to discover developments of perspectives of the student teachers, any observed changes, and influences that might induce change. Resulting data indicated that student teaching did not result in an homogenization of student teacher perspectives. Students came into the experience with different perspectives on teaching and significant differences among them remained at the end of the semester. Little evidence was found of passive response to institutional forces. It should be noted, however, that the subjects of this study selected the schools in which they did their student teaching and, in this selection, naturally chose positions in schools most reflecting their own perspectives. (Jd)
Teaching teachers to teach teachers : the first phase of a new approach to inservice education by Kathleen A Bolland( Book )

4 editions published between 1981 and 1983 in English and held by 63 WorldCat member libraries worldwide

Teachers can take on the additional responsibility of inservice leadership and can be trained in the processes of curriculum development. Through implementation of those procedures, teachers can initiate an ongoing system of needs-based inservice education. Steps in initiating this process include: (1) Teachers take the major responsibility for identification of needs and strengths and inservice planning; (2) Once needs have been identified, goals and objectives are specified; (3) When goals and objectives have been specified, a validation process allows individuals affected by the inservice process to clarify their needs--an important step in collaborative planning; (4) After teachers validate goals and objectives, they begin to design and develop inservice activities that address specified needs and goals; (5) After activities have been developed, inservice programs are delivered by the designer or by teachers who are proficient at delivery; and (6) Teachers, through evaluating their students' performance and through completing evaluation forms regarding inservice programs they have attended, are capable of sound evaluation of the program they have developed. (Jd)
Carol, Laurie, and Rita : three persons in the act of becoming teachers by Kathleen Batato Egan( Book )

4 editions published in 1982 in English and held by 62 WorldCat member libraries worldwide

This paper portrays three student teachers, in the same teacher education program, who were placed in a highly structured school for their field experience. The study focuses on how individual student teachers develop perspectives toward teaching and interpret school experiences. Individual case histories are presented, based on interviews with the student teachers and their cooperating and supervising teachers, questionnaires, and classroom observations conducted over a five-month period. Factors other than setting and personality--specific events and people--influenced student teachers' views. Although actions of the three student teachers were similar at times, due to school-designed practices, the student teachers developed divergent perspectives based on their unique perceptions. Comparisons and analyses are made, and implications for teacher education are discussed. (Author/FG)
Regional exchanges of information through intermediate linkages affiliated with SEAs : the Research and Development Exchange (RDx) and the SEDL/Regional Exchange : one component of an emerging effort to disseminate the outcomes of educational research and development by Preston C Kronkosky( Book )

5 editions published in 1981 in English and held by 62 WorldCat member libraries worldwide

The Research and Development Exchange (RDx) is a network of eight regional educational laboratories, one university-based research and development center, and a consortium of seven state education agencies working to support state and local school improvement efforts. The RDx has four goals, designed to support dissemination and school improvement efforts: (1) to provide information, technical assistance, and/or training; (2) to promote the use of research and development outcomes; (3) to promote coordination among programs; and (4) to increase shared understanding and use of information about client needs in order to influence planning of research and development efforts. The RDx includes eight regional exchanges (Appalachia Educational Laboratory, CEMREL, Mid-continent Regional Educational Laboratory, Northeast Regional Exchange, Northwest Regional Educational Laboratory (NWREL), Research for Better Schools, Southwest Educational Development Laboratory, and SWRL Educational Research and Development Laboratory), four central support services (Dissemination Support Services at NWREL; Research and Development Interpretation Service at CEMREL; Resource and Referral Service at the National Center for Research in Vocational Education; and System Support Service at the Far West Laboratory for Educational Research and Development), and the Coordinating Committee. (BW)
Data available for studying vocational education by David B Orr( Book )

3 editions published in 1982 in English and held by 61 WorldCat member libraries worldwide

The Vocational Education Data System (VEDS) data base was created as a result of the Vocational Education Amendments of 1976. VEDS statistics were to be collected in the form of state-aggregate data (that is, state-level data is submitted by each state, based upon records and data collected by the state for this and other purposes); and VEDS data, which cover only that portion of the vocational education enterprise which is covered by state plans under the Vocational Education Act (about 90 percent of vocational education students). Data contained in the VEDS database are the following: (1) the results of mandated state evaluations of the extent to which program completers and leavers find employment in occupations related to their training and are considered by their employers to be well trained and prepared: (2) data on vocational students, including race and sex; (3) programs; (4) program completers and leavers: (5) staff; (6) facilities; and (7) expenditures. The system was installed for the school year 1978-79, and has continued on an annual basis since that time. At present, data through 1980 are available for access by educators and researchers. (The main part of the document contains detailed information on the various categories of data available in VEDS; an annotated listing of key publications which contain data about vocational education; and an annotated listing of the available data tapes and instructions about how they can be ordered.) (KC)
Classroom effects on student perceptions of better readers by Bruce G Barnett( Book )

4 editions published in 1982 in English and held by 61 WorldCat member libraries worldwide

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Research in teacher education : international perspectives
Research in teacher education : international perspectivesWhat difference does research make and for whom?
Alternative Names

controlled identityAmerican Educational Research Association. Conference

American Educational Research Association

American Educational Research Association Meeting

Annual Meeting of the American Educational Research Association


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