| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 265-283 |
| Abstraksi Narasi | : | In this paper, we initiate a discussion of the possible methodological features of a potential new national longitudinal study of teachers` careers. We use a review of the substantive and methodological literatures and ``pseudolongitudinal`` analyses of data drawn from the National Center for Education Statistics` Schools and Staffing Survey and Teacher Follow-Up Survey to support our arguments. Our presentation is framed by six key principles of research design that are then used to support concrete recommendations about whom should be studied, how often they should be observed, and for how long the study should continue. Our six design principles assert that, in the new study, we must collect truly longitudinal data, view time as both on outcome and a predictor, collect data on both time-varying and time-invariant measures, collect data prospectively whenever possible, collect data beginning in multiple base years, and collect data at all relevant levels of the organizational hierarchy. Although it is impossible to define a single research design that is optimal for answering all research questions about the teaching career, we recommend that the new study should sample from the population of teachers who are beginning their first, second, third, and subsequent spells, that each of these teachers be followed for at least 12 years (both in and out of teaching), and that they should be measured on at least six occasions during this period. We also recommend that the study replicated starting in two, if not three, base years. We welcome public comment and discussion of our proposals. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 327-337 |
| Abstraksi Narasi | : | Only small education effects were found for a large-scale program requiring participation in basic education by adult welfare recipients without a high school diploma or with low reading or math pretest scores. Positive results found in some of the research sites suggest that, with a focused program effort, GED certificates and improved achievement test scores may be obtained for individuals with pretest scores that are relatively high for this population. Raising achievement levels and increasing GED receipt appreciably among the many welfare recipients with lower pretest scores will require substantially improved program effectiveness. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 339-342 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Ian Westbury, Chao-Sheng Hsu, David Lee Stevenson, David P. Baker, Daniel Friedlander, Karin Martinson, Judith D. Singer, Willett, John B., Borman, Geoffrey D., Jerome V.D'' Agostino, Paula A. White et al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343-347 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 199-218 |
| Abstraksi Narasi | : | To enhance the relevance and usefulness of social science research, large-scale research grant allocation policies are emphasizing, if not requiring, the formation of research partnerships between researchers and members of the community of practice. The emergence of a revisionist conception of traditional dissemination and utilization theoretical frameworks is consistent with this policy direction, but supportive empirical evidence remains thin. This study reports on a multi-method evaluation of a major Canadian strategic grant program that has such partnership guidelines. Surveys of 74 funded projects and four case profiles and interviews with researchers, members of the communityof practice, and grant application adjudicators concerning a strategic grant program called Education and Work in a Changing Society provided the primary basis for investigating the nature and impact of policy-induced partnerships. Results show favorable effects of partnerships on research and dissemination strategies and impact in the practice community, but ideological and pragmatic issues surfaced as inhibitoryfactors. The results are discussed in terms of implications for the revisionist dissemination and utilization framework, the role of granting agencies and ramifications for future research and grant allocation policy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 219-241 |
| Abstraksi Narasi | : | Two of the more promising lines of inquiry in efforts to understand the hypothesized linkage between organizational culture and effectiveness have focused on the differential effectiveness of organizations depending on their dominant culture type and their culture strength. The primary purpose of this study was to determine whether these two lines of inquiry operate in an independent or conditional manner in explaining the hypothesized linkage between organizational culture and the performance of a sample of four-year colleges and universities. The findings provide support for both lines of inquiry, albeit not entirely in a manner suggested by their respective proponents. For example, while culture type has a decidedly stronger independent effect on institutional performance than culture strength, the differences are clearly more pronounced on campuses with ``strong`` rather than ``weak`` cultures. The implications of these findings for research on and efforts to improve the performance of colleges and universities are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 181-198 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 253-261 |
| Abstraksi Narasi | : | A recent article by Resnick, Nolan, and Resnick (1995) analyzed the curriculum and examination system for mathematics in France and Netherlands. The focus of the article was on how the countries create and maintain ``world class standards`` in mathematics. However, the authors overlook the real process by which a country like the Netherlands, which has legal autonomy for individual schools, creates a national consensus around high standards for students learning. This contribution decsribes the formal, legal status of curriculum and examination standards and also the process by which high standards emerge and are maintained over time. Some attention is also paid to new trends in high-stakes examinations. The Dutch approach toward a balance between local autonomy and national, high standards has considerable relevance to the U.S. setting. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 262-264 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Bryan W. Griffin, Mark H. Heidorn, Resnick, Lauren B., Katherine J. Nolan, Daniel P. Resnick, Karen Seashore Louis, Bert Versloot, Mark A. Smylie, Virginia Lazarus, Jean Brownlee-Conyers, John C. Smart, Edward P.St. John, J. Bradley Cousins, Marielle Simon |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 243-252 |
| Abstraksi Narasi | : | Many states now require students to demonstrate basic skills as a requisite for high school graduation, and this often means students must achieve passing scores on a minimum competency test (MCT). Educational researchers have speculated that increased academic standards for graduation, as manifested in MCTs, will have adverse effects on students, particularly at-risk, disadvantaged students. The purpose of this study was to examine the relationship between MCT performance and high school dropout behavior. The results indicated that failure on an MCT provided a statistically significant increase in the likelihood of leaving school, but only for students who were doing well academically. Students with poorer academic records didi not appear to be affected by MCT failure; similarly, minoroty students did not demonstrate an increased likelihood of leaving school as a result of failing an MCT. |
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