| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-17 |
| Abstraksi Narasi | : | The growth of structured, outside-school activities for improving students` mathematics achievement is an enduring feature of modern schooling with major policy implication. These "shadow education" activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macrophenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is considerable cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations` production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutionalization of mass schooling increasingly dominates contexts of schooling. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-55 |
| Abstraksi Narasi | : | America`s early education sector remains so radically decentralized--a far flung archipelago of preschools, family child-care homes, and subsidized individuals providing services-- that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children`s school readiness. Working from a social ecology framework, this stady aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zipcode level to report on features of the early education workforce nationwide. Teacher and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affuent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 79-86 |
| Abstraksi Narasi | : | In" Does Teacher Certification Matter? Evaluating the Evidence" (appearing in this issue of Educational Evaluation and Policy Analysis), Linda Darling-Hammond, Barnett Berry, and Amy Thoreson, comment on our earlier piece, " Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement" (Educational Evaluation and Policy Analysis, Summer 2000). Unfortunately, the Darling-Hammond et al. piece does not accurately portray our original article, which is one of the first studies of the effects of teacher certification on student achievement that uses a national student level dataset in a multivariate framework. Here we discuss the portrayal of our paper, and argue that there are important policy questions about certification, and the teacher labor market in general, that ought to be addressed by researchers in a dispassionate way that focuses on rigorous, high quality empirical findings. As yet we do not believe there is enough information to draw strong conclusions about the impacts of certification on the teacher applicant pool or about the overall level of quality of the teacher workforce. Thus, it is important to ask questions about these issues so that research can be used to guide the development of sound public policy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 57-77 |
| Abstraksi Narasi | : | The authors respond to Dan Goldhaber and Dominic Brewer`s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. (The same was true to a somewhat lesser extent in science.) However, they emphasized their finding that, "Contrary to conventional wisdom, mathematics and science [student] who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials" and suggested that certification be abandoned. This article critiques the methodological grounding for this finding and presents additional data on the characteristics of the small sub-sample of teachers in NELS data base who held temporary and emergency credentials. It find that most of these teachers have qualifications resembling those of teachers with standard certification, and that those who have more education training appear to do better in producing student achievement. It also reviews the literature on teacher education and certification as the basis for evaluating Goldhaber and Brewer`s claim that states should eliminate certification requirements and proposes additional research that would illuminate how teacher education and certification operate--and could better operate--to enable teachers to succeed in their work. |
| Nama Pengarang | : | Ronald H. Heck, Marian Crislip, Darling-Hammond, Linda, Barnett Berry, Amy Thoreson, Brewer, Dominic J., Dan D. Goldhaber, Fuller, Bruce, Annelie Strath, David P. Baker et al. |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-36 |
| 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 | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 331-339 |
| Abstraksi Narasi | : | Are federal student loans social policy or big business? We explore that question by examining whether, among other debts, student loans should be non-dischargeable in bankruptcy. Should the federal goverment be the first creditor in line for benkruptcies that involve student loans? We examine the debate over the question, from its beginning in the 1970s to the present. We find considerable dissonance between the nations of student loans as social policy and as a business proposition. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 341-355 |
| Abstraksi Narasi | : | In 1988 Minnesota passed a Multicultural and Gender Fair Curriculum Rule ("diversity" rule) that held district accounable through submitting a local inclusive education plan to the state department of education plan ti the state department of education. Compliance was slow; thus, between 1991-1997 the State Board of Education added more "teeth" to the rule. When the revised diversity rule entered the policy arena, it precipitated a contentious battle abaout multicultural curriculum. Using a multiple streams framework (Kingdom, 1995) and a case study methodology, we sought to understand the events and to test the explanatory power of the framework. Results show that the diversity rule become pitted against a less controversial, resource-rich graduation standards approach in the solution stream. Ultimately, a vitriolic commentary in the Minneapolis Star Tribune resulted in power politics primarily from the governor. The rule was tabled, and in the fallout from the conflict, the legislature eliminated the State Board of Education as part of an omnibus education bill. The framework was helpful in understanding the events of the case but less explanatory about the role of media and power and in determining the "window of oppotunity". The outcome of the case raises questions about progres toward multicultural curriculum and the ability to write nonpartisan education policy in an increasingly politicized policymaking environment. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 313-329 |
| Abstraksi Narasi | : | The California Class Size Reduction initiative, adopted in 1996, reduced all K-3 classes to a maximum of 20 students. despite the political and research support for reducing class size, relatively little is known about how class size affects instructional practices. This paper draws on data from a statewide survey of Grade 3 teachers and from case studies of 16 teachers. Although eaching practices in reduced and non-reduced classes were quite similar, the anallysis identified a few important differences. Teachers in reduced size classes spent more individual time with students they had identified as poor readers and more time discussing students` personal concerns; they spent less time disciplining students. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 375-382 |
| Abstraksi Narasi | : | The privatization "revolution" of the last decade of the 20th century has not left public edication unchallenged. Will much of the recent debate has focused on " school choise" and voucher plans, there has been growing discussion of privatization within public schools. Most studies have noted the lack of evidence of student achievement gains under privatization models. In this research note we evaluate the effectiveness of private delivery of instructional services to public school students by analyzing the impact on student achievement of reading and math instruction delivered by a private company in a large urban public school system on the East Coast. Analyses of score date rom the Comprehensive Test of Basic Skills (Fourth Edition) indicate differential effects of instructional service delivery by this private company,depending on subject matter (reading vs. math), grade level, and student characteristics (especially gender). The impact on student achievement is particulary notable in mathematics, but we found no evidence that reading comprehension achievement is significantly improved by this private remedial reading program in high property urban schools. This study underscores the importance of formal evaluation of privatization efforts to ascertain impacts on student achievement, since there has been considerable expansion of provatized delivery of instructional services to urban school districts, using Title I (Chapter I) funds, with little solid evidence of the effectiveness of these programs. |
| Nama Pengarang | : | Amanda Datnow, Sam Stringfield, Martha Abele Mac Iver, Brian M. Stecher, Cathleen Stasz, Karen Evans Stout, Byron Stevens, Patricia Somers, James M. Hollis, Tim Stokes |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 357-374 |
| Abstraksi Narasi | : | States, districts, and schools are promoting and attempting whole school improvement through the use of externally developed reform designs. This article examines how and why schools adopt reforms and consequences of those processes for reform implementation and sustainability. Case study date are presented on 22 schools, and three types of reform adoption processes are discussed: (a) districts encouraging schools to choose among a set of reforms;(b) districts pushing schools to adopt a particultural reform; and (c) principals bringing reform designs to their schools. In no case did the impetus for reform adoption arise among teachers in these schols. Because a hieraachical approach is evident in each of these reform adoption scenarios, data are analyzed in terms of a micropolitical perspective. Findings show that the power relations surrounding reform adoption often thwarted genuine initial buy-in and interest in change among locall educators,as well as, in some cases, their subsequent implementation efforts. Educators often also had varying perspectives on how the adoption process occurred, suggesting differentces in perspective on the reform itself. Recommendations for how the reform adoption process could be improved are discussed. |
Unduh Dokumen Berkas PDF Utama