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Descriptors:
Educational Research; Journal Articles; Documentation; Information Dissemination; Information Systems; Research Utilization

Abstract:
This article describes what a structured abstract is and how a structured abstract can help researchers sort out information. Today over 1,000 education journals publish more than 20,000 articles in the English language each year. No systematic tool is available at present to get the research findings from these tens of thousands of articles to the millions of education practitioners in the United States who might use them. The purpose of a structured abstract is to help practitioners sort out findings from education research. The structured abstract would take the place of the paragraph- style narrative summary that appears at the beginning of most articles. A structured abstract is a formal and compact summary of an article's main features and findings. Like a table or figure, it has a predictable structure that compresses information into a small space and can be read independently from the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic elements that apply to all articles (background, purpose, research design, and conclusions) and several additional elements that apply to some articles but not to others (e.g., setting, population, intervention, data collection and analysis, and findings). The structured abstract offers a robust vehicle to help practitioners systematically access, assess, and communicate education studies and research findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Periodicals; Research Design; Intervention; Innovation; Educational Research; Documentation; Information Seeking; Access to Information; Information Technology; Information Dissemination

Abstract:
Background: Approximately 1,100 education journals collectively publish more than 20,000 education research articles each year. Under current practice, no systematic way exists to move the research findings from these studies into the hands of the millions of education practitioners and policymakers in the United States who might use them. Purpose: To help disseminate education research findings, we propose that education journals consider adopting a structured abstract, a structural innovation that focuses on the format of the article itself. The structured abstract would replace the paragraph-style narrative summary--typically either an APA-style abstract or "editor's introduction"--now present at the beginning of many articles. Intervention: A structured abstract is a formal and compact summary of an article's main features and findings. As does a table or figure, it has a predictable structure that compresses information into a small space and can be read independent of the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic items applying to all articles (i.e., background, purpose, research design, and conclusions) and several additional items that apply to some articles but not to others (i.e., setting, population, intervention, data collection and analysis, and findings). Research Design: Analytic essay. Conclusions: The structured abstract is a viable and useful innovation to help practitioners and policymakers systematically access, assess, and communicate education studies and research findings. Relative to current practice, the structured abstract provides a more robust vehicle for disseminating research through traditional routes as well as through new channels made possible by emerging technologies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Case Studies; Elementary Secondary Education; Learning; Theory Practice Relationship

Abstract:
Little empirical evidence suggests a causal link between standards and enhanced student learning. This article defines types of standards, presents five theories of action, discusses reforms in Maine and Philadelphia, and summarizes two small case studies suggesting how standards can affect everyday student learning. (Contains 25 references.) (MLH)

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Descriptors:
Achievement; Elementary School Students; Elementary Secondary Education; School Role; Secondary School Students; Self Esteem; Success; Teacher Role

Abstract:
Success in school and in life is sometimes thought to depend on innate intelligence. However, student self-esteem is more highly correlated with student success than is intelligence quotient. There are many educational practices that are highly correlated with student self-esteem which can be grouped into three categories: teacher attributes and attitudes; classroom methods and techniques; and school environment. Teachers must accept students as persons of infinite worth and value, with absolute dignity as human beings worthy of the utmost respect. Classroom techniques and teaching methods that raise student self-esteem do so because they simultaneously raise student achievement. Self-esteem flourishes in schools that feel small, in which students feel that they belong to an important group, where individual membership is recognized and acknowledged, and in which they feel a sense of ownership. Two conclusions can be drawn about self-esteem. First, there are no neutral interactions between human beings. Every interaction with another individual affects self-esteem either positively or negatively. Therefore educators must be fully conscious of the power they have to affect students' self-esteem. Inadvertent or thoughtless actions may lower a student's perception of himself. Second, it appears that there must be significant restructuring of the educational system in order to allow and encourage the kind of school environment and personal interactions needed to promote self-esteem in students. (LLL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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