| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 121-137 |
| Abstraksi Narasi | : | This paper reviews early research at the national level on the implementation and effects of the Department of Education`s block grant, Chapter 2 of the Education Consolidation and Improvement Act of 1981. The review is intended to synthesize what is known about the block grant in its first two years of operation (the 1982-83 and 1983-84 school years) and to suggest directions for future research on this policy mechanism. Findings from the early studies are summarized under six topics: funds allocation, educational service delivery, program administration, program assessment, decisionmaking, and intergovernmental relations. Although it is preoccupied with shorterm impacts, this body of research brings important issues into focus and points the way toward further investigation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 167-178 |
| Abstraksi Narasi | : | A performance evaluation model is presented to address the need for measuring the effectiveness of educational training programs in institutions of higher learning. Described as value-added, this model is pioneering and yet practical; it is based on an award-winning experiment at Northeast Missouri State University. It emphasizes outcomes by assessing the quality of change that occurs in individual and program performance. The model may be adapted to other educational and noneducational settings. |
| Nama Pengarang | : | Christine S. Koberg, Chimezie A.B. Osigweh, Yg, Michael S. Knapp, Rhonda Ann Cooperstein, Ellen B. Goldring, Laurie S. Presbrey, Robert C. Crouch, David M. Fetterman, Joan M. Osborne, Susan S. Klein, Norman Gold, Charles Stalford, Pamela H. Kegley |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-146 |
| Abstraksi Narasi | : | Although school administrators continually have to introduce internal organizational changes that allow them to cope with changes in their environments, little research on the adaptive organizational behavior of school organizations is available. This study collected exploratory data on a group of organizational adjustment variables (procedural, personnel, process, structural, and strategic) among a group of schools and school districts. The results provide a preliminary basis for suggesting that the adaptive organizational behavior of schools and school districts may be influenced by perceived environmental uncertainty and, to a lesser extent, by organization size. School administrators appeared to choose courses of actions or adjustments that solve their problems with minimum cost to the organization. Adaptation as a factor essential to organizational performance is discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-60 |
| Abstraksi Narasi | : | Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addresses in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 77-86 |
| Abstraksi Narasi | : | This research probes two questions regarding participation in alternative high school programs: Does participation reduce the likelihood of students dropping out? Does participation lead to enhanced experiences in the labor market after students leave school? Using the California subsample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors), vocational education and participation in other alternatives are scrutinized. Our findings regarding the dropout-preventing effects of these programs are mixed: The assessment varies across different procedures used to control for prior propensity to dropout. Our findings for labor market effects are more definite. Participants in vocational and other alternative programs have generally higher employment rates and, for some, higher wages. Suggested extensions of this work are offered. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 61-62 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-29 |
| Abstraksi Narasi | : | Applications of social judgment theory (SJT) are discussed with respect to policy formation and decisionmaking in educational contexts. SJT serves to externalize, quantitively and graphically, policymakers` covert judgment processes through the provision of cognitive process feedback. This can give policymakers a clearer understanding of the processes directing their judgments and thus helps to illuminate sources of conflict over policy parameters and outcomes. SJT procedures function equally well for policy analysis at the ``micro`` level (e.g., within a classroom) and at the ``macro`` level (e.g., within schools or regions). Interactive computer technology is described, which can execute social judgment analyses, provide cognitive feedback to the policymaker on selected policy parameters, compare the policies of several policymakers, and incorporate desired policy revisions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-99 |
| Abstraksi Narasi | : | Although the use of naturalistic methods in educational evaluation is growing, the practical implications of this practice are unclear. Through a description and comparison of standards for evaluation and criteria for judging naturalistic inquiries, a few potential conflicts are identified. Analysis of the problems evaluators could encounter while using naturalistic methods suggests that compromises in the use evaluation standards and criteria for naturalistic procedures are usually necessary. However, it is argued that when the evaluation needs warrant the use of naturalistic techniques, cautious flexibility in using the few standards and criteria in potential conflict seems well justified. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 63-75 |
| Abstraksi Narasi | : | While the skills of quantitative analysis are commonly a part of an evaluators`s training, the skills of logical analysis and argumentation are little emphasized. For example, an evaluator needs to argue from evidence to conclusions or recommendations. Such skills typically are taought to lawyers during their training. There are two parts to this paper. The first part is a discussion of legal education, which uses the Socratic method of pedagogy and the study of case histories. The second part examines what aspects of legal education might be used as a model for the education of evaluators. There is a discussion of what information an evaluation case history might contain. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-16 |
| Abstraksi Narasi | : | Efforts to improve education may be misdirected without adequate data to monitor developments and elucidate key issues. This assessment evaluates some 35 data bases, federal and privately sponsored, that report national education statistics in terms of their potential for informing policy deliberations. It argues that for all the national data collected, information is largely lacking on several major concerns, often inadequate statistically, and sometimes contradictory. From this evaluation, various improvements are proposed to upgrade the collection of policy-oriented data. |
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