| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 105-122 |
| Abstraksi Narasi | : | This paper explores ways in which the boundaries between educational research, policy, and practice are being-and can forther be- blurred in the postmodern age. First, it describes two paradigms of knowledge and how knowledge is used or generated by practitioners: knowledge utilization and teachers` self-generated knowledge. The distinctions between these two positions, it is argued, are much less clear cut than is commonly claimed. Indeed, I suggest , in a complex, diverse, and rapidly changing postmodern world, the boundaries between university discourse and school-level discourse about education should become more open still. The remainder of the paper exemplifies and analyzes how thesediffreent forms of knowledge and discourse in education can be transformed in prodcutive ways. Four practical examples of such transformation drawn from my own research and development work are described. Finally, 10 principles for reinventing the nature of and relationships between knowledge creation and knowledge utilization in education are outlined. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 123-139 |
| Abstraksi Narasi | : | It is widely believed that the patterns of curriculum governance within educational systems have significant effects on the consistency of content coverage and, as a result, on ``standards`` across a system. In one of the few empirical studies testing this belief, Stevenson and Baker (1991) found, using the grade 8 data from the IEA Second International Mathematics Study (SIMS), that countries with greater central (state) control over the curriculum show less variation in content coverage of the mathematics being taught than do countries with less central control. This study re-examines Stevenson and Baker`s finding using the SIMS data sets but, instead of ``country,`` uses ``course`` as the unit of analysis. Cross-national, course-level analyses of both the SIMS grade 8 and grade 12 data found no consistent relationship between patterns of curriculum governance and consistency of teacher coverage of mathematics content. Instead between-course coverage patterns appear to reflect transcultural conceptions of the nature of a course, e.g., algebra at grade 8 and calculus at grade 12 and interactions between the conceptions of the content of the areas making up a course and teachers` and/or cultural assumptions about students` aptitudes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 155-180 |
| Abstraksi Narasi | : | This paper presents empirical evidence regarding the capacity of teacher education programs to influence the values and beliefs of those who enroll in them and offers insight into the conditions that may be conductive to such effects. Our study shows that although teacher education faculty and enrollees across the programs studied subscribe to idels of social justice and fairness in regard to teaching diverse learners, it is less clear how they translate these ideals into their views concerning curriculum design and implementation, assessment of students progress, and classroom and school organization. Our findings indicate that lay culture norms among enrollees are strongly ingrained and that most teacher education, as it is currently structured, is a weak intervention to alter particular views regarding the teaching and management of diverse learners. |
| Nama Pengarang | : | Julia B. Smith, Maria Teresa Tatto, Ian Westbury, Chao-Sheng Hsu, Andy Hargreaves |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 141-153 |
| Abstraksi Narasi | : | This study investigates the lasting impact of taking algebra before high school on students` subsequent mathematics attainment in high school. Using a nationally representative sample of high school students, I explore the effects of early access to algebra on students` access to advanced mathematics courses and subsequent high school math achievement. Results demonstrate that early access to algebra has an effect beyond simple increased knowledge measures and, in fact, may ``socialize`` a student into taking more mathematics, regulating access both to advanced coursework and increased achievement in high school. Implications for broader curriculum policy changes concerning early access to algebra are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 91-103 |
| Abstraksi Narasi | : | The Historically Black Colleges and Universities (HBCUs) have recently come under attack from the Supreme Court and the U.S. Department of Education, which have told states that they must either find and educational justification for the schools` continued existence, or close them. Applying multivariate statistical techniques to a nationally representative sample of students attending HBCUs and Traditionally White Institution (TWIs), this study finds that the schools may have an educational justification in that African American HBCU students are more likely than their counterparts at TWIs to pursue a postgraduate education and become professionals. African American HBCU students are, however, no more likely than their counterparts at TWIs to experience high levels of social interaction with faculty and other students, nor are they more likely to aspire to community activism. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-18 |
| Abstraksi Narasi | : | Problems with our public urban high schools are widely discussed, and may see magnet schools and private schools as the answer. But are those shools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievements who attend comprehensive public high schools. I found that magnet schools are more effective than regular schools at raising the proficiency of students in science, reading, and social studies; Catholic schools have a positive impact on math skills, while secular private schools do not offer any advantage, net of preexisting differences among students. Further analyses tested the sensitivity of the results to assumptions about independence and selectivity; these showed support for the magnet school advantages in reading and social studies, but raised doubts about the Catholic school effects in math and the magnet school effects in science. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-29 |
| Abstraksi Narasi | : | Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public ``schools of choice`` than private schools. Using indicators of students` ``exercise of choice`` and enrollment in a public school of choice from The National Education Longitudinal Study of 1998, this article explores certain groups` propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 73-89 |
| Abstraksi Narasi | : | Using data collected from 254 participants, I examined the effectiveness of a career academy program. Previous research on adolescent school-to-work transition programs has measured effectiveness using academic outcomes such as grades, graduation rates, and high school credits earned. This study measures the effectiveness of an academy program using outcomes relevent to employers, that is, job performance and work attendance. School outcomes of grades and attendance were found to have a direct effect on postsecondary work outcomes of performance and attendance. Results indicated that the program`s positive effect on high school attendance had a positive impact on work attendance. Implications for publlic policy, business, and the academic communities are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-49 |
| Abstraksi Narasi | : | Activists within education and family-policy circles are debating two questioon: Is the overall availability of preschools and child-care centers sufficient, and is supply distributed equitably? These issues grow more salient as demands on an already fragile preschool ``system`` intensify: Head Start spending has climbed, rising interest in ``school readiness`` prompts concern over preschool distribution and quality, and welfare reform will boost enrollment pressure. We report on two studies that employ differing levels of analysis to better understand the distribution of preschool availability. Study 1 examines distribution among 100 counties nationwide, revealing clear inequalities in availability associated with county wealth and demographic features. Study 2 analyzes zip-code-level data for Massachusetts, showing more similar levels supply in low-income and affluent neighborhoods. In between we find lower availability in working-class and some middle-income communities. Together, the two studies show that the degree of distributional equity varies among states and locales, conditioned by levels of household income, parental education, family structure, and the surrounding policy environment. Assertive government action has yielded progress toward distributional equity. Carefully targeted efforts to reduce access inequality also would conserve resources to help improve preschool quality. |
| Nama Pengarang | : | Susan Albers Mohrman, Allan R. Odden, Allan M. Mohrman, Fuller, Bruce, Xiaoyan Liang, Frank Linnehan, Coleman, James S., Kathryn S. Schiller, Barbara Schneider, Adam Gamoran, Harold Wenglinsky |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-71 |
| Abstraksi Narasi | : | Standards-based education reform requires that teachers develop a new array of professional knowledge and skills to teach a thinking-oriented curriculum, engage in the organization and management of schools, and produce higher levels of student achievement. Such a change is systemic and requires that all aspects of the school organization be restructured. This article describes a potential teacher compensation structure that is consistent with these types of systemic and normative changes and that is an example of the kinds of compensation practices they require for successful implemention. Our purpose is to spur systemic thinking about the role of compensation by offering a concrete proposal thet includes skill- and competency-based pay as well as group performance awards. |
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