| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-44 |
| Abstraksi Narasi | : | The California Department of Education has adopted a school accountability programs with three main components: a statewide summary report, individual school performance reports, and local school self-reports of effectiveness. This article discusss implementation of the accountability program, its structure and function, selection of performance indicators, and recognition of schools. A survey of school officials found strong support for the concept of accountability, but weak agreement on the specific means used to implement it. Comparisons with other state and federal programs are dawn. |
| Nama Pengarang | : | Richard E. Schutz, Ralph A. Hanson, Mark Fetler, Valena White Plisko, Alan Ginsburg, Stephen Chaikind, Darrel N. Caulley, Irene Dowdy, Williams, David D., Ray W. Cooksey, Peter Freebody, David H. Florio, James S. Catterall, David Stern, Edward Haertel |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 101-113 |
| Abstraksi Narasi | : | Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evolution experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to be instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closelly to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 383-393 |
| Abstraksi Narasi | : | In higher education, shortages of faculty members in engineering and business schools are considered extremely serious. Similar conditions of shortage exist in elementary and secondary schools in the mathematics and science teacher market. This paper examines what strategies are employed by the higher education institutions and whether these strategies can provide some options for elementary secondary schools. What we have found is that the basic parallel between elementary-secondary schools and higher education should not be overdrawn. More nonsalary options are available to address the market shortages at the university level than at the elementary secondary level. Accordingly, the situation of elementary and secondary schools is considerably worse. Even so, it is interesting to see the degree to which all the adjustments at the university level still leave shortages that must be remedied through salary differentials and other benefits. Therefore, it is difficult to see how elementary and secondary schools, with fewer nonsalary options, can effectively deal with the stortage conditions without wage and benefit adjustment. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 355-365 |
| Abstraksi Narasi | : | Many people believe that one major problem currently confronting American education is a servere shortage of mathematics and science teachers. This paper develops alternative ways of measuring shortages and reviews the evidence based on these alternative measures. Evidence from other studies as well as new evidence presented here suggests that shortages do exist, but that they are much less severe than previous studies have claimed. In addition, comparisons with earlier studies suggest that shortages of qualified mathematics and science teachers have existed at least since the 1960s. The present analysis reveals that two factors contributing to such shortages and the misassingnment of certified graduates who go into teaching. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 319-332 |
| Abstraksi Narasi | : | Recent U.S.. economic instability has had a significant but unanticipated policy consequence for education. Unusually high rates of inflantion in the late 1970s and a subsequent recession did not lead to serious erosion nationally in resources allocated for education. The decentralized manner in which education is financed in the United States and enrollment declines buffered schools and colleges more than most other social service sectors. By 1985 both K-12 grade school system and postsecondary intitutions had generaly recouped financial support. However, persistent economic uncertainty fueled by continuing conditions such as high federal deficits, nagging, unemployment, foreign trade imbalances, and growing overseas borrowings has evoked intensified public faith in education as a means for regaining U.S. economic vitality. Current reform efforts intended to make education more rigorous and productive are one of the outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 371-382 |
| Abstraksi Narasi | : | Present shortages of mathematics and science teachers in secondary schools are not a new phenomenon. Such shortages have been present for at least 40 years, with only the magnitude of the shortages fluctuating. Nor is the cause of the shortages a new phenomenon. Just as school salary policy, with its reliance on the single salary schedule, has not provided competitive salaries for mathematics and science specialists in the past, it continues to create a shortfall in the number of qualified mathematics and science personnel willing to take teacher training and offer their services to schools. It is only by providing special increments to attract mathematics and science specialists that a long-term solution can be effectted. Schools can accommodate such a change in policy through careful and systematic planning. Both thestate and federal governments have roles to play in assisting schools to formulate salary policies that will attact adequate numbers of qualified teachers for all openings. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 427-436 |
| Abstraksi Narasi | : | Secondary school principals in Ohio were surveyed regarding their reliance on formal and informal information for decisionmaking and potential predictors of such reliance. The two types of reliance were treated as criterion variates in separate canonical analyses. In each case the predictor variate consisted of data from the following four variables: (a) perceptions of oneself as an instructional leader; (b) autonomy in decisionmaking; (c) open-mindedness; and (d) prior research experience. Mmoderately high canonical correlations and a consistent pattern of predictor variate structure coefficients were observed in both analyses. The findings are important for understanding the use and non-use of evaluation results by principals. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343-353 |
| Abstraksi Narasi | : | Observers of the school organization have grown increasingly critical of the regulatory model often employed by the state when attempting local reform. An alternative framework is emerging that sees the modern state as a gentle illustrator of instructional improvement, relying on staff development and locally crafted change. But little empirical work has assessed whether staff development programs exercised by the state can effectively touch competencies of local school staff. Our study does find such effects for a special education staff development initiative . But the program was efficacious only in imparting knowledge related to procedures that ensure legal compliance (not instructional skills), and effects were strongest among administrators (not teachers). We conclude by asking whether the modern state can actually move beyond its traditional regulatory role to illustrate more precisely improved teaching practices. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 417-425 |
| Abstraksi Narasi | : | Several simulation studies have been conducted in recent years that investigate the relationship between evaluation information and utilization. These investigations have typically been conducted within the context of a communication theory paradigm: " Who says what, how, to whom, with what effects?" The "who" (the evaluator), the "what"(evaluation information), and the "whom" (audience) have all been explored in various degrees with respect to their relationship with "what effect" (utilization/reception). The "how" (medium of presentation), however, has generally been ignored. This study was conducted to investigate this aspect of the paradigm. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 409-416 |
| Abstraksi Narasi | : | This paper addresses the question posed by A Nation at Risk: Is there a conflict between the pursuit of equality and the pursuit of excellence? It argues that this question disguises another and more fundamantal conflict between the economic and political goals of education. Concept of equity and excellence are developed within the contexts of human capital theory and of "the Jeffersonian ideal." It is argued that these conflicting concepts and that the tendency to link educational reform to the goals of human capital theory threatens the Jeffersonian ideals of democratic participation. |
Unduh Dokumen Berkas PDF Utama