| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343-364 |
| Abstraksi Narasi | : | In this article we evaluate the peer review process used to fund Australian university research across all disciplines. Peer reviews of research proposals (2,989 proposals, 6,233 external reviewers) submitted to the Autralian Research Council (ARC) are related to characteristics of the researchers and of external reviewers. The reliability of the peer reviews was disappointingly low (interrater agreement of .53 for researcher ratings based on an average of 4.3 external reviewers per proposal). The gender and age of a researcher and the number of researchers on a research team did not affect the probability that funding would be granted, but professors were more likely to be funded than nonprofessors. Australian external reviewers gave lower ratings than did non-Australian reviewers, particularly those from North America. The number of external reviewers for each proposal and the number of proposals assessed by each external reviewer had small negative effects on ratings. Researcher-nominated external reviewers (those chosen by the authors of a research proposal) gave higher, less-reliable ratings than did panel-nominated external reviewers chosen by the ARC. To improve the reliability of peer reviews, we offer the following recommendations: (a) Researcher-nominated reviewers should not be used; (b) there should be more reviews per proposal; and (c) a smaller number of more highly selected reviewers should perform most of the reviews within each subdiscipline, thereby providing greater control over error associated with individual reviewers. |
| Nama Pengarang | : | Fred M. Newmann, et al, Marsh, Herbert W. , Upali W. Jayasinghe, Nigel Bond, Valerie E. Lee, Douglas D. Ready, David J. Johnson, William H. Schmidt, David E. Wiley, Leland S. Cogan |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-321 |
| Abstraksi Narasi | : | We present the concept of instructional program coherence and explain why school improvement framework that incorporate instructional program are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and external partners directed key school resources toward the development of instructional program coherence. In closing, we discuss factors within the educational system that discourage instructional program coherence and suggest ways that school leaders, school improvement partners, and policymakers can support greater instructional program coherence. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 197-227 |
| Abstraksi Narasi | : | Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students` engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth-and eighth-grade students to Chicago`s highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying out-side school. These efforts were confirmed by teachers reports. Students with high levels of work effort generally had grater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies-whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students` efforts in poductive ways-has an important on student motivation and passing rates. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 229-250 |
| Abstraksi Narasi | : | Should we be concerned if educational resources for gifted and talented children vary widely from school to school, district to district, or state to state? Does it matter whether those resources are distributed unevenly by race or social class? This article begins by addresing the basic underlying question: Do gifted and talented children require supplement resources at all? Two alternative theoretical perspectives are discussed. Under one, the standards-based cost function, there is no need to provide supplemental resources to gifted children, whereas under the alternative resource-cost model, there may be a reasonable need. Accepting the resource-cost model assumption that gifted children do require supplemental resources, this article then explores the distribution of gifted and talented programming opportunities across a national sample of students (The National Educational Longitudinal Study of 1988) and the distribution of fiscal and human resources to gifted education within the Texas, a state long considered a national leader in gifted education. National results show that Hispanic and Native American students are less likely to have access to gifted programs in the eighth grade than Asian/Pasific Island students. Also, students in the lowest socioeconomic status (SES) quartile are far less likely than students in the highest two SES quartiles to have access to eighth-grade gifted and talented programs. Students in districts that are large or suburban, or both, are more likely than those in urban districts to have access, and students in Southern and Western states for more likely to have access than those in the North-east. Texas results show substantial variance (CV=125%) in spending per gifted pupil across districts. They further show that district level fiscal resources and community economic characteristics influence spending and the availability of specialized personnel. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 275-292 |
| Abstraksi Narasi | : | Performance tests are increasingly used as alternatives to, or in connection with, standardized multiple-choice tests as a means of assessing student learning and school accountability. Besides their proposed equity advantages over multiple-choice tests in measuring student learning across groups of students, performance assessments have also been viewed as having greater utility for monitoring school progress because of their proposed closer correspondence to the curriculum that is actually taught. We examined these assumptions by comparing third-grade student performance on a performance-based writing test and a multiple-choice test of language skills. We observed smaller differences in achievement on the writing performance assessment for some groups of students (e.g., low socioeconomic status, various ethnic backgrounds) than are commonly observed on multiple-choice tests. Girls, however, had higher mean scores than boys on both types of assessments. Moreover, the school`s identification and commitment over time to improving its students` writing skills positively related to its students` outcomes on the writing performance test. Overall, our examination of performance-based writing assessment is a encouraging with respect to providing a relatively fair assessment and measuring learning tasks that are related to the school`s curricular practices. |
| Nama Pengarang | : | Suet-ling Pong, Aaron Pallas, Ronald H. Heck, Marian Crislip, Bruce D. Baker, Melissa Roderick, Mimi Engel |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 251-273 |
| Abstraksi Narasi | : | Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found the evidence that smaller or larger classes differ in the amount of curiculum tought or in the instructional practices of teachers. Except fo the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-143 |
| Abstraksi Narasi | : | Despite more than 600,000 teacher aides in American schools today, research provides little information about their classroom activities, their qualifications for carrying out their duties, or their impact on student achievement and behavior. This investigation asked whether the presence of a teacher aide in the classroom has any noticeable impact on pupils` learning. Three primary questions were addressed: (1) In Grades K through 3, does the presence of a full-time teacher aide in the classroom affect students` academic achievement? (2) If teacher aides have a positive effect on students` performance, does the effect depend on the number of years the student attends classes with a teacher aide? (3) Do some functions of aides (i.e., clerical tasks, instructional tasks, noninstructional tasks) have a greater impact on student achievement than others? This investigation showed that the teacher aide movement in the United States has created a state of affairs that requires many aides to perform tasks for which they are ill-prepared. In addition, teacher aide data were analyzed from Tennessee`s Project STAR, a longitudinal experiment in which students were assigned at random to small classes, regular-size classes without an aide, or regular-size classes with a full-time teacher aide. The analyses reported here extend previous investigations, examining the functions and effects of teacher aides in depth. The results showed that teacher aides have little, if any, positive effect on students` academic achievement. The only positive effect was an improvement in reading scores for students` who attended a class with a teacher aide for 2 or 3 years. These results were the only exceptions to a plethora of negative findings. The study also showed that the types of duties aides performed had no bearing on student achievement. Because teacher aides are called upon increasingly to provide instruction to pupils, policies and research must help us select and prepare aides to perform effectively. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 171-191 |
| Abstraksi Narasi | : | Are there socioeconomic differences in the seasonality of children`s learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal and quantitative achievement gains are comparable for upper socioeconomic status (SES) and lower SES children, but summer gains, when children are out of school, evidence large disparities. During the summer, upper SES children`s skills continue to advance (albeit at a slower rate than during the school year), but lower SES children`s gains, on average, are flat. This seasonal pattern of achievement gains implies that schooling plays an important compensatory role, one that is obscured when achievement is compared on an annual basis, as is typical. Policy implications of the seasonality of learning are discussed, including support for preventive measures over the preschool years and for programs, possibly including calendar reforms and summer school, to support disadvantaged children`s learning year-round. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 99-121 |
| Abstraksi Narasi | : | The impact of high school graduation exams on student achievement and dropout rates is examined. Using data from the National Educational Longitudinal Survey (NELS), this analysis is able to control for prior student achievement and a variety of other student, school, and state characteristics. It was found that graduation tests have no significant impact on 12th-grade math or reading achievement. These results are robust with a variety of specification checks. Although graduation tests have no appreciable effect on the probability of dropping out for the average student, they increase the probability of dropping out among the lowest ability students. These results suggest that policymakers would be well advised to rethink current graduation test policies. |
| Nama Pengarang | : | Cynthia E. Coburn, Brian A. Jacob, Karl L. Alexander, Doris R. Entwisle, Linda S. Olson, Susan B. Gerber et al. |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 145-170 |
| Abstraksi Narasi | : | Recent research on the relationship between instructional policy and classroom practice suggests that teachers interpret, adapt, and even transform policies as they put them into place. This paper extends this line of research, using an in-depth case study of one California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading intruction in the context of their professional communities. Drawing primarily on institutional and sensemaking theory, this paper puts forth a model of collective sensemaking that focuses on the ways teachers co-construct understandings of policy messages, make decisions about which messages to pursue in their classrooms, and negotiate the technical and practical details of implementation in conversations with their colleagues. It also argues that the nature and structure of formal networks and informal alliances among teachers shape the process, with implications for ways in which messages from the policy environment influence classroom practice. Finally, the paper explores the role school leaders play in shaping the sensemaking process. |
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