| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-143 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Ralp N. Calkins, McConnell, Campbell R., Charles Lamphear, Fusfeld, Daniel R., William R. Mann, Joseph, Myron L., John W. Lloyd, Stigler, George J., Wallace E. Oates, Richard E. Quandt, G.L. Bach, Phillip Saunders, Keith G. Lumsden |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 97-103 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 300-311 |
| Abstraksi Narasi | : | The arena of social program implementation has been divided over the issue of whether new programs should be disseminated and implemented with fidelity (i.e.,with close correspondence to the original validated model) or implemented according to the idiossyncratic needs, values, and resources of the local adopting organization. To empirically examine this issue, seven innovative programs were examined. Each of the four educational and three criminal justice programs had been carefully evaluated and widely disseminated. Fidelity and effectiveness criteria were developed for each program. A multimethod data collection strategy included lengthy phone interviews, on-site interviews, and archival analysis of program adopters. The results indicated that well-operationalized programs are usually adopted and implemented with a degree of fidelity acceptable to program developers. Furthermore, this fidelity is positively correlated with the effectivenes of the adopted program. Implications for educational policy and construct measurement are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-343 |
| Abstraksi Narasi | : | The impact of high school size on dropout rate was investigated using the school data of the High School and beyond Study of the National Center of Educational Statistics. Information from 744 public, comprehensive high schools was employed to test a model depicting a direct influence of school size on the diversity of academic offerings and on the school social climate, as well as an indirect effect on dropout rate. The findings indicated that potential links between school size and dropout rate were almost totally attributable to the social climate, particularly those elements dealing with student participation and the severity of the problem environment. These results imply that one outcome of school consolidations which seemingly has been given little attentions is that it may increase early school leaving. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 283-299 |
| Abstraksi Narasi | : | This paper reviews what the federal education block grant, Chapter 2 of the Education Consolidation and Improvement Act, has contributed to local educational improvement. In particular the block grant helped to expand the use of educational technology, bolstered curriculum and staff development, and provided seed funding for local improvement initiatives among large numbers of districts. The scale of improvements, however, is modest at best, due to the low levels of funding and the tendency for districts to disperse, rather than concentrate, the funds among activities and beneficaries. In addition, not all districts or segments of the student population benefit. In general, the block grant appears to trade depth of impact for breadth, which raises questions about the longterm vialibility or usefulness of this policy mechanism. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 344-360 |
| Abstraksi Narasi | : | The national commision has proven to be a venerable and persistent source of reform ideas for American education. Nearly 100 years old, the national commision has become especially popular n the 1980s. In a generic configuration, it uses the elements of the expert panel and information analysis (if not controlled research), and produces a report that includes recommendations for change as a formula for dealing with whatever inadequacies are felt to encumber elementary and / or secondary schools. Despite their popularity, little systematic analysis of the processes and procedures of national commisions has benn reported, and even less frequently are concepts from political science and policy analysis enlisted to help understand the phenomenon. This article responds to these inadequacies in two ways: (a) it reviews national commision reports published since the early 1890s and finds four elements of commonality in them-their longevity as an activity, the general nature of their recommendations, their lack of attention to implementation, and the limited direct impact they have had on schools and classrooms; and (b) it compares two competing explanations of the commision processes` popularity-a rational, prescriptive approach and a symbols-and-ceremony depiction. Finally, a composite sociopolitical thesis is advanced, based on the economic image of ``trickle down.`` |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 312-324 |
| Abstraksi Narasi | : | Case study findings on the 1985 session of the Minnesota Legislature, particularly the ``open enrollment`` controversy, are used to analyze the Minnesota Business Partnership as a policy innovator in state school reform. This role is examined in relation to three processes: agenda setting, alternative formulation, and authoritative enactment. Pluralist involvement, not elite dominance, characterized Partnership efforts, with its chief impact being on agenda settingby the Governor`s office. Despite impressive power resources, Partnership influence was modest, a result partly of issue, arena, and organizational constraints. More fundamentally, Partnership influence was mediated through elected officials, contested by established subsystems interests, and conditioned by public acceptability. Increasingly, the Partnership has adapted to the demands of incremental politics in seeking policy innovation in Minnesota K-12 education. |
| Nama Pengarang | : | Stephen L. Koffler, Tim L. Mazzoni, Richard M. Clugston, Rick Ginsberg, Robert K. Wimpelberg, Michael S. Knapp, Robert B. Pittman, Perri Haughwout, James G. Emshoff et al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 325-336 |
| Abstraksi Narasi | : | New Jersey was one of the first states to change the scope and rigor of its statewide competency test that students must pass to earn a high school diploma. Beginning in 1982, students had to pass a ninth grade minimum competency test. As of the 1985-86 school year, students have to pass a more rigorous ninth grade test to graduate. The purpose of this paper is to examine the program, especially its impact on education in the state. The paper (a) explainsthe rationale behind the decisions to change the statewide competency program; (b) discusses they key operational decisions made about the program; (c) evaluates the test results for the first 3 years that the program has been administered; and (d) assesses the impact of the program on curriculum, high school graduation, state compensatory education funding, and district certification. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-213 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 219-230 |
| Abstraksi Narasi | : | In order to make education more equitable and effective for all, educators need to understand some of the complexities involved in developing public education policies to benefit over half our population which is female. A conceptual framework has been developed to indicate how different types of public policies have intended or unintended positive, mixed, or negative effects on girls and women in education. Examples of public policies that focus on sex equity goals, sex differential goals, and general education goals are followed by recommendations to help educators and policymakers assume responsibility for ensuring that education policies help, instead of harm, females. |
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