| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-317 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 207-216 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 197-205 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Michael A. Tulley, Smith, Nick L., John J.Denton, Kathleen Hebbeler, Jaap Scheerens, Christine H. Rossell, Maurice J. Eash, Jack C. Merwin, Paul H. Wiener, Christine T. wood, Russell Gersten, Benveniste, Guy |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 289-308 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 161-167 |
| Abstraksi Narasi | : | Several professional areas, such as counseling and psychotherapy, have found a developmental perspective useful in understanding student professional and training needs. A developmental perspective on supervising evaluation practicum students suggests that students go trough developmental stages as they enhance their evaluation skills. A three-stage model adapted from counseling trainning theory devellopmental perspective is illustrated for eight developmental task: competence, emotional awareness, autonomy, professional autonomy, purpose, motivation, individual differences, and ethical competence. Implications for research and further application of a developmental perspective are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 169-186 |
| Abstraksi Narasi | : | In spite of increased interest in recent years in the mechanics of qualitative evaluation, few evaluators or other qualitative researchers have addressed the related issues of qualitative data storage-retrieval and data reduction-analysis. Generalized procedures for these tasks, which are generally known within the field of anthropology, have never been systematically examined or codified. This paper borrows from developments in information and library science to construct general principles of data storage and retrieval for the field -based investigator. The five principles that are examined are formatting, cross-referral, indexing (including thesauri design and cross-referencing), abstracting, and pagination. The principles are illustrated with examples from evaluations of school-based programs in the United States. Although the emphasis here is on techniques for manual data manipulation, the paper also explores the advantages of, and considerations for, computerized data storage and search. Finally, the paper also includes a discussion of the more obvious implications of decisions about data storage and retrieval for data reduction and analysis. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-142 |
| Abstraksi Narasi | : | Validity is no longer applicable only to the psychometric community. Today the school community, the courts, the new media, government, and special interests have at least an equal hand in the matter. The paper updates the concept of test validity to match the current educational scene. The new conception entails a set of 10 categories yoked together in pairs: curriculum and journalistic validity, political and legislative validity, and partisan and activist validity. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 151-160 |
| Abstraksi Narasi | : | The purpose of this study is to explore some of the factors associated with 55 learning disabled students who passed the North Carolina Minimum Competency Test on the second administration. The factor examined are the following: reading score on the first competency test: IQ; locus of control ; mother`s education; teacher support; student/teacher ratio; and home support. Results indicate that only reading/teacher ` ratio; and home support. Results indicate that only reading performance on the first competency test is significantly correlated with overall performance on the second competency test. Parental support for learning disabled students was also correlated with a passing score on the second test, but the correlation was not statistically significant. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-149 |
| Abstraksi Narasi | : | Two specific criticisms of the relation between multiple case studies and policy analysis, namely the uncertain focus of qualitative research as a means for evaluating policy and the hazards of using nonrandom samples, are challenged in this article. The issue of relevance is answered in general terms by showing why it is that qualitative research is especially appropriate to analytic inquiry into policy. Then a set of definite foci is proposed. The second criticism is answered, again in general terms first, by showing that stricly random sampling does not fit the requirements of the proposed form of policy inquiry. Several guidelines for tailored sampling are then made explicit. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 127-138 |
| Abstraksi Narasi | : | In a 2-year study, problems were investigated in organizing a program for faculty development among institutions of higher education, business and industry, government, and nonprofit agencies. A sample of faculty members from 3 institutions of higher education and officers from 12 industries and agencies were queried. A model for exchange of personnel was tested in the second year. The study concluded: (a) Institutions of higher education are ill prepared to direct faculty development if they do not have strong program development: (b) exchanges personnel among institutions of higher education and other agencies require a large number of participating institutions since one-to-one exchanges are not feasible if both institutional and faculty demands are to be met. |
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