| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 410-419 |
| Abstraksi Narasi | : | To help inform discussion of the educational value of community service, we report results of an experiment in integrating service-learning into a large undergraduate political science course. Students in service-learning sections of the course were significantly more likely than those in the course, had learned to apply principles from the course to new situations, and had developed a greater awareness of societal problems. Classroom learning and course grades also increased significantly as a result of students` participation in course-relevant community service. Finally, pre- and postsurvey data revealed significant effects of participation in community service upon students` personal values and orientations. The experiential learning acquired through service appears to compensate for some pedagogical weaknesses of classroom instruction. |
| Nama Pengarang | : | Ellen B. Goldring, Rina Shapira, Markus, Gregory B., Jeffrey P.F. Howard, King, David C. , Paul R. Brandon, Marlene A. Lindberg, Zhigang Wang, Kim C. Francis, Robert J. Kelly, Martha J. Bell, Tim L. Mazzoni, Margaret L. Placier, Walberg, Herbert J., Richard P. Niemiec |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 396-409 |
| Abstraksi Narasi | : | School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents` satisfaction with public schools of choice and (a) parents` empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 233-254 |
| Abstraksi Narasi | : | Systemic educational policy recommends creating more ambitious instruction in school through a centralized strategy of mandatory curriculum frameworks, high-stakes student assessments, and coordinated teacher training. This article suggests serious problems with such a strategy and recommends a decentralized alternative involving local choice of curricula, technical assistance and professional development. Arguments for, problems with, and alternatives to the centralized strategy are examined in eight dimensions of educational policy: curriculum development, curriculum stratification, educational indicators, high-stakes examinations for students, school improvement, educational finance, educational governance, and teacher training. The article concludes with recommendations for policy and research. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 279-297 |
| Abstraksi Narasi | : | On-the-job teacher learning is vital to the success of reforms aimed at improving the quality of primary education in the developing world. In this study, we consider two policy options for improving the competence of the incumbent teacher: providing in-service training and encouraging regular classroom supervision. The results, based on a nationwide sample of small rural primary schools in Thailand, indicate that a teacher`s experience in in-service training courses predicts neither instructional quality nor student achievement. In sharp contrast, intensity of interal supervision significantly predicts both instructional quality and student achievement, after controlling for a variety of covariates measured at the school, teacher, and classroom levels. The supervision effect, similar in magnitude to the preservice education effect, is quite large. Intensive fieldwork in carefully selected rural schools suggests that, for effective principals, teacher supervision is a critical component in a larger strategy designed to create and sustain an "ethos of improvement" in academic teaching and learning. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 320-338 |
| Abstraksi Narasi | : | This study test data, reclassification, and exit rates of LEP students was part of a larger study, commissioned by the California Legislature, to compare the effectiveness of a range of language assistance programs in educating the state`s growing limited English proficient student population. This study sought to answer the questions, what is the relative rate of academic progress and second language acquisition across program models and which model is most successful in exiting LEP students into the English language mainstream? On the basis of data collected in exemplary schools in California, the researchers conclude that in asking about exit rates, policymakers are essentially asking the wrong question, and in asking about students` academic progress and English language acquisition by program type, they are asking a question that even the "best" schools are ill-equipped to answer. Recommendations are offered for collecting data that would be more meaningful for teachers as well as researchers. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 255-278 |
| Abstraksi Narasi | : | The quality of child-care centers and preschools--situated in a mixed market--varies enormously. Advocates for higher quality urge higher subsidies and stricter central regulation. Market advocates argue instead that local demand and parental-choice remedies will spark quality gains while ensuring competitive prices. Federal and state governments have responded with an array of policy interventions: targeting subsidies on preschools serving low-income families; enacting statewide quality standards; creating tax credits and vouchers for the "working poor" and middle-class families. This article assesses the influence of these alternative policies on preschool quality, based on a national survey of 1,805 centers in 36 states. Discrete policy effects are assessed after taking into account the influence of contextual sources of family demand: statewide levels of wealth, maternal employment, and poverty rates. Contrary to K-12 patterns, we find that center quality is higher in centers receiving greater subsidies. However, the subsidy effect depends on the particular indicator of quality being observed; effects are also conditioned by state-level contexts. Statewide sources of family demand, antecedent to policy interventions, help to raise certain facets of preschool quality. Tax credits hold no discernible influence on quality. Implications for building policy strategies in "managed choice" school settings are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 298-319 |
| Abstraksi Narasi | : | This study assesses the process of changing in four schools at the midpoint of a 5-year essential schools restructuring effort. Using cross-case analyses, organizational change processes are assessed using four benchmarks of change established by the Coalition of Essential Schools: substantial agreement, observable change, all-school participation, and systemic leadership. Factors affecting the change processes are identified. Conclusions about school restructuring-change processes are discussed in terms of the criteria established by the Coalition and the literature on change. |
| Nama Pengarang | : | Kevin S. McGrew, Martha L. Thurlow, Spiegel, Amy N. , Nona A. Prestine, Chuck Bowen, Fuller, Bruce [et al.], Patricia Gandara, Merino, Barbara, Stephen W. Raudenbush et al, William H. Clune |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 339-352 |
| Abstraksi Narasi | : | This investigation examined the extent to which students with disabilities are involved in a select sample of national data collection programs that are playing a pivotal role in the measurement-driven educational reform movement. Nine data collection programs that are receiving significant attention in current educational reform initiatives were reviewed. The results suggest that approximately 40% to 50% of school-age students with disabilities are excluded from some of the most prominent national educational data collection programs. In contrast, students with disabilities are included to a greater degree in noneducational data collection programs that do not require participation in direct assessment activities. This study reports on the extent of exclusion, how and why exlusion occurs, and the impact of this exclusion on policy research. Preliminary recommendations for addressing the significant exclusion of students with disabilities from certain national data collection programs are presented. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 209-222 |
| Abstraksi Narasi | : | Kindergarten plays an important role in a child`s socialization to the school system. Increased academic accountability at upper grades has resulted in an "escalation" of the curriculum in many kindergarten programs. As a result of this policy, many parents are holding children out of school until they are more academically "ready". Kindergarten retention for children who are not ready for first grade has also become a common practice, despite evidence that many children do not benefit from this intervention. The impact of these policies and practices on Anglo and Latino children was the focus of this study. Differences in the age of entry to kindergarten and the use of kindergarten retention as functions of a child`s sex and ethnicity were assessed in three school districts. The impact of these policies on early school failure and alternative methods for addressing diverse student needs are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 129-151 |
| Abstraksi Narasi | : | This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers` professional development. It argues that the dominant training-and-coaching model--focused on expanding an individual repertoire of well-defined classroom practice--is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices. |
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