OPAC - Artikel Jurnal & Majalah

Nama Pengarang	:	George F. Garcia, Mary Garcia, Donna S. Sabers, Darrell L. Sabers, Angela R. Taylor, Gary Natriello, Good, Thomas L., Rhona S. Weinstein, Lyn Corno, Phyllis C. Blumenfeld et al, John R. Mergendoller, Ursula Casanova, Karen Zumwalt, Martin V. Covington, Mary McCaslin, Robert Donmoyer, Berliner, David C., Martin L. Maehr, Jane M. Maehr
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	34-36
Abstraksi Narasi	:	-

Nama Pengarang	:	-
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	15-22
Abstraksi Narasi	:	The initial aim of the National Assessment of Educational Progress (NAEP) was to develop and then to employ procedures for monitoring achievement in the nation. Here, a history of NAEP is presented, with a special focus on procedural changes from 1969 to date. Then some questions are posed about future shifts in the purposes of NAEP. In offering answers to the questions, I argue that NAEP should continue to monitor achievement trends in the nation and in the participating states and that, because those objectives are not compatible with NAEP as a high-stakes accountability assessment program, NAEP should avoid serving this added purpose.

Nama Pengarang	:	House, Ernest R., Lyle V. Jones, James F. Baumann, Gay Su Pinnell, Carol Lyons, Noel Jones, Elfrieda H. Hiebert, J. Ronald Gentile, Robert Donmoyer
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	6-14
Abstraksi Narasi	:	Transaction-cost economics provides a framework for appraising educational reforms, i.e., deciding whether these reforms are likely to succeed in the ``real life`` of schools. This framework conceives of reform as a contract between reformers and stake-holders (teachers, students, parents), and these transactions are marked by bounded rationality, opportunism, and the protection of specific assets (e.g.,accumulated knowledge and skills) on the part of participants. Not acknowledging these attributes turns reforms into unproductive planning exercises-mere promises without results-or stakeholders struggling to protect their assets, resulting in the failure of the reform. Several current educational reforms are judged on the basis of their transaction costs and consequent prospects for success.

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