| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 307-318 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 283-296 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 241-251 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-265 |
| Abstraksi Narasi | : | Program evaluation requirements associated with federal funds that flow through state offices of education are often viewed as burdensome and bureaucratic, a necessary evil associated with the acceptance of federal money. This article has summarized the activities and results of a comprehensive 3-year evaluation of one state`s Title IV-C programs that demonstrated to both state and local education agency officials that program evaluation can produce valuable outcomes in addition to complying with federal requirements. The outcomes were clear in two distinct areas. First, state office of education officials gained insights into how a state program designed to facilitate local innovation could be improved through more comprehensive evaluation. Second, local education officials gained valuable expertise in program operation and planning as a function of participating in the evaluation activities, as well as an increased appreciation for the role of evaluation in improving local programs under their control. It is unfortunate, at least in the state of Utah, that changes in federal funding patterns resulted in the discontinuation of Title IV-C just when such significant improvement had been made in its operation at both state and local levels. Many Utah LEAs appear to be using portions of their " block grant`` monies to continue ``Title IV-like`` innovative projects. There are positive signs that at least several LEAs are continuing to use evaluative information for project improvement and accountability. In the absence of a requirement for thorough, ongoing evaluation of programs funded under the block grants, it remains to be seen whether evaluation will develop in the remainder of Utah`s LEAs into the state`s educational system. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 207-226 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-306 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 267-282 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Sirotnik, Kenneth A., Richard C. Williams, Adrianne Bank, William E. Bickel, Kennedy, Mary M., Worthen, Blaine R., Karl R. White, King, Jean A., Ellen M. Pechman, Naftaly S. Glasman, Leigh Burstein |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 227-239 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 319-343 |
| Abstraksi Narasi | : | In this article, the authors describe the state of teacher education in and around the large and diverse school district of New York City. Using multiple data sources, including program documents, interviews, and surveys of teachers, this study attempts to explore the characteristics of programs that prepare elementary teachers of New York City public schools, including the kinds of programs that exist, who enters these different programs, who teaches in the programs, and what characterizes the core curriculum. A central question concerns the amount of variation that exists in the preparation of elementary teachers for a single, large school district. Despite the number and variety of programs that exist to prepare elementary teachers, the authors found the overall curriculum and structure of teacher education to be more similar than different. To understand this lack of variation, the authors draw on organizational theory, particularly, the concept of institutional isomorphism, to examine the case of teacher education. The authors conclude with recommendations for what it might take to change the landscape of teacher education in the context of a large urban district. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 368-388 |
| Abstraksi Narasi | : | Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers’ fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance? Using a randomized control trial at scale, the authors examine Kindergarten Peer Assisted Learning Strategies, which previously has been shown to be effective in increasing student reading achievement. Analyzing data from 2 years and three sites, the analyses show that the level of on-site technical support has significant effects on reading achievement gains, are robust across multiple sites, and are mediated by fidelity of implementation within teachers’ classrooms. |
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