| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-266 |
| Abstraksi Narasi | : | In this study we investigate curricular changes in California comprehensive high schools from 1982-83 to 1984-85. During this period a number of educational reforms occured, all aimed at bolstering the academic demands of secondary schools. Senate Bill 813 mandated more extensive statewide graduation requirements for high schools, while California state universities and the University of California altered their entrance requirements. In addition, a number of national reports found America`s high schools lacking in academic rigor. Although it is difficult to ascertain the precise causes of change, we find changes in the course offerings of a sample of 20 California comprehensive high schools. In almost all cases, our data mirror statewide curricular changes documented in California Basic Education Data System data. The general pattern in both sets of data involves increased offerings in academic areas, particularly in math, science, and advanced placement, and decreased offerings in industrial arts, home economics, and business education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 294-308 |
| Abstraksi Narasi | : | A considerable body of data disclosed a long-term deterioration in the conduct of typical adolescents. In the last 5 to 8 years, some of these trends have changed slightly for the better. After presenting the relevant data, the authors examine and assess diverse explanations for the trends and improvement, propose their interpretation, and discuss its implications for education policy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 316-323 |
| Abstraksi Narasi | : | The intensified discussion over knowledge bases for teaching ought to be reflected not only in teacher education programs but also in the resources directly available to teachers in the daily performance of their tasks. Microcomputers married to the interactive video disk are the likely technology. Handbooks might be developed in such domains as curriculum; instructional strategies and techniques; student, classroom, and behavior management; instructional technology; developmental stages of learning ; and teacher education. issues to be addresses and / or solved include defining the organization and content of the handbooks, avoiding the danger of premature rejection, copig with multiplistic values and frames of reference, and organizing the effort to create them. |
| Nama Pengarang | : | William M.K. Trochim, Ronald J. Visco, Hendrik D. Gideonse, Edward A. Wynne, Mary Hess, Pamela L. Grossman, Michael W. Kirst, Jackie Schmidt-Posner, Craig E. Richards, Walter I. Garms, Kit C. Wood et al, Naftaly S. Glasman |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-276 |
| Abstraksi Narasi | : | Quality assurance methods are seldom used in educational evaluations despite ample evidence of serious research implementation problems and data errors. In this paper a number of quality assurance methods are illustrated using evaluation data obtained from the Providence, Rhode Island, School District. The methods are as follows: (a) from auditing, the methods of internal control; (b) from accounting, the method of double bookkeeping; (c) from industrial quality control, the methods of acceptance sampling and of cumulative percentage charts. Methods like these are useful for identifying poor quality research and targeting efforts to improve quality. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 147-154 |
| Abstraksi Narasi | : | To determine the reliability of evaluation decisions about student writing competency across modes of discourse, a large sample of students was randomly assigned a writing task in one of four modes of discourse. Analysis of the data revealed significant differences between the mean score of narrative writing and scores for descriptive, expository, and persuasive writing. The decision consistency analysis also found that on the average, 30% of the students were misclassified across the modes of discourse do not appear to be interchangeable for making decisions about the overall writing competency of either groups of, or individual, students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 189-204 |
| Abstraksi Narasi | : | U.S. Department of Education staff created and evaluated a Convening Process to help educational administrators and policymakers make sound decisions based on practical experience, research, and evaluation in short periods of time. This article describes the background and rationale for the Convening Process and its relation to other efforts to increase the use of research and evaluation information. Convening Process experiences with the District of Columbia Public Schools and the State of Mississippi Department of Education are summarized and the impact of each experience is discussed. To guide future uses of the Convening Process, situational and procedural differences are analyzed. This analysis provides the basis for specific advice on replicating the Convening Process by explaining the operation of the key elements: (a) the identification of practical problems that can be resolved with currently available knowledge; (b) the use of consultant colleagues with appropriate expertise; and (c) the use of consultant groups to acquire, analyze, and exchange information with local stakeholders to arrive at recommendations based on consensus. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 205-213 |
| Abstraksi Narasi | : | Finding from an evaluation study can be effectively communicated in a summary form. In this empirical study, the length of the summary report influenced responses of audience members to the summary. Respondents reading either a 13-page ``abridged Summary`` or a shorter, 5-page ``Executive Summary`` favored the longer version. The Abridged Summary was better received, as evidenced by audience ratings of overall quality and worth of the report. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-166 |
| Abstraksi Narasi | : | This article presents a study of a program in Peoria, Illinois for the gifted and talented that serves as a national test case for gifted education and minority enrollment. An analysis of the program, and the referral, identification, and selection mechanisms, was conducted. This case study concludes that low minority enrollment need not suggest that the local school district engages in discriminatory practices or that low enrollment is explained by genetic differences between races. Instead, the study points to the impact of the community`s socioeconomic characteristics on gifted enrollment. Fundamentally, the study addresses the issues of equal opportunity, ability, and achievement in american education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 215-225 |
| Abstraksi Narasi | : | Most school systems are not blessed with unlimited funds, yet court rulings require them to provide certain handicapped children with educational programs beyond the usual 180-day year. Although these programs must meet the unique educational needs of qualifying students, they are not required to be the best that money can buy, nor must they be designed to maximize each student`s potential. This article explores the development of judicial interpretations affecting extended year programming and analyzes, according to four policy choice criteria, five policy options available to school systems. The article concludes with a recommendation for policy selection based on a set of presuppositions applicable to many school systems. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 179-188 |
| Abstraksi Narasi | : | There are many individual evaluation studies regarding the effectiveness of preschool intervention programs. In this study, a meta-analysis of such evaluation studies is performed to arrive at an overall effect size of preschool intervention programs. The results of this analysis indicate that despite the diversities in intervention sites, ages of subjects at intervention, lengths of intervention, and curricula models, there is a positive homogeneous effect on the variables IQ, math and reading achievement, and percent of students not meeting educational requirements. The methods used in this analysis have implications for policymakers wishing to arrive at decisions about the overall merits of educational programs. |
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