| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 335-350 |
| Abstraksi Narasi | : | Many have noted the difficulty of policy innovation, yet sometimes innovations do occur. Mazzoni (1991) hypothesized that when the policy process shifts from the legislative subsystem to the macro arena, innovation becomes possible. Applying his theory to the passage of open enrollment in Minnesota, he found that the policy process shifted to the leadership and commission arenas and revised his model. This study applied his models to Ohio`s 1989 passage of a law that included an open enrollment policy. In Ohio, the macro arena was relatively inactive, but a shift from the subsystem to the leadership arena occurred, partially validating Mazzoni`s revised model. |
| Nama Pengarang | : | Joseph Kahne, Frances C. Fowler, Betty Malen, Susan Albers Mohrman, Diana Oxley, Roxane Smyer, Richard Fossey, Carol H. Weiss, Joseph Cambone, Dianne L. Taylor, Ira E. Bogotch, W. Norton Grubb |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 233-248 |
| Abstraksi Narasi | : | Concern for academic excellence and equity often structures the work of mainstream policy analysts. These matters certainly deserve careful attention, but this focus often obscures many other important concerns. In particular, analysts are often inattentive to the relation between eductional policy and the creation of democratic communities. To highlight the impact of this omission, I examine mainstream debates over tracking policy. While exploring these debates, I consider how placing greater attention on Deweyan notions of democratic community might enrich policy dialogues and alter the form and focus of mainstream policy discussions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 205-221 |
| Abstraksi Narasi | : | Teacher education policy around the world is being challenged, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships, supervision of interns, and policy development. The utility of various internship activities, such as skill development and formative reflection, is assessed. On the basis of these findings, recommendations for policy development are presented and potential impediments discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 161-190 |
| Abstraksi Narasi | : | This article examines the emergence of innovative policies in public postsecondary education systems. The findings, basedon an analysis of recent data, suggest that states` postsecondary governance structures have influences on innovation that are independent of the other social, educational, and economic factors included in the model. For example, states with relatively centralized governance arranggements were found to be more likely than other states to impose mandatory student assessment. The policy implications of these findings are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 143-160 |
| Abstraksi Narasi | : | The combined effects of court-imposed school finsnce equalization and various tax limitation measures in California have created a centralized, state system of school finance. An immediate benefit of centralization was greater revenue equity among the state`s school districts. On the other hand, new inequities have been created as decision making on school funding shifted from local districts to the state legislature. Access to decision making, mobilization of political power, and the legitimation of new interest have created a new politics of educational finance. This article examines the political tensions and conflicts that have arisen as a consequence of state control over local finance. Specifically, I argue that categorical funding has become a vehicle for politicians to channel funds to constituent interests. This article examines the growth of categorical funding in relation to the Serrano mandate and extent to which categorical funds serve narrow political interrrrrests as opposed to broad state policy interests. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 191-203 |
| Abstraksi Narasi | : | In 1988, a new act of Parliament introduced a national curriculum and national assessment to Great Britain. This article traces the background of practice and ideology that led to this innovation and then describes the development of the policy for national assessment. An initial and professionally acceptable formulation has been slowly transformed to the point where teachers have refused to carry out prescribed national testing. The reasons for this breakdown are analyzed. The political and technical lessons that can be drawn from this analysis will be of relevance to many other countries. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 223-230 |
| Abstraksi Narasi | : | All quesstion and answer propositions from 25 education and 38 health evaluation studies published between 1976 and 1987 were categorized by means of a 29-category scheme reflecting the logical operation of the evaluation questions. Results of this analysis were compared with a prior classification of questions addressed in empirical educational research. The findings suggest how evaluators may be translating stakeholder concerns into empirical questions and the relationships between evaluation questions and choice of methods. Limitations of this form of analysis are also discussed. |
| Nama Pengarang | : | Laura Hersh Salganik, Smith, Nick L., Prachee Mukherjee, Paul J. Black, Thomas B. Timar, James C. Hearn, Carolyn P. Griswold, Edward A. Holdaway et al |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 125-141 |
| Abstraksi Narasi | : | Users of educational indicators frequently compare outcomes of students from demographically similar schools, districts, or states. The typical practice of presenting relevant background information along with student performance data unfortunately leaves a significant amount of additional analysis up to the reader. In considering approaches to developing indicators that facilitate comparisons among areas that have students with similar background characteristics, this article addresses concerns about such indicators and then presents a framework for deciding what characteristics to include and what methodology to use. Examples of efforts to present such indicators for schools and districts are used as illustrations. An analysis is presented showing indicators of state graduation rates relative to the average state rate and to the rate for similar states. The results demonstrate that choice of demographic characteristics is more important than the choice of methodology, but that multiple criteria must be considered when developing such indicators. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 67-85 |
| Abstraksi Narasi | : | This article reports on a study that sought to eeexperiment with multiple education reforms in the context of an extended school calendar year. Three schools, with very different characteristics, undertook to extend their school year to approximately 223 days (from the previous 180 days), reorganize funding to provide more days of schooling for many students, and increase the length of the work year, and consequently the salaries, of teachers. All there schools were able to demonstrate increases in academic achievement, a high level of parent and teacheer satisfaction, and a cost-effective use of existing school facilities. Implications for education reform and yearround schooling are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-49 |
| Abstraksi Narasi | : | A central means of assessing the health of educational system involves using longitudinal data to examine patterns of academic growth across a series of grade (e. g., the extent to which the range of achievement among students widens or narrows over time and whether students tend to "slump" in particular grades). The purpose of this article is to illustrate, through a series of analyses based on a longitudinal study of reading achievement in the Chicago Public Schools, that the conclusions one draws about patterns of academic growth and, in turn, the decisions one makes regarding the kinds of interventions that may be needed can be extremely sensitive to the metric used (i.e., whether achievement is measured using grade equivalents or based on item response theory metrics). |
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