| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 153-180 |
| Abstraksi Narasi | : | This study explores teachers` perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers` evaluations of the principal`s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schoold from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers` and principals` gender contributes to understanding the persistent underrepresentation of women in the high school principalship. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 109-128 |
| Abstraksi Narasi | : | This article explores the role of Chicago`s foundations in the development, passage, and early implementation of the Chicago School Reform Act of 1988. Many researchers are examining the act`s history and effect, but the foundation role has largely been ignored. Writing as a participant observer, the author contends that history should hold Chicago`s foundation community partially responsible for the act`s eventual success or failure, even though it played a small role in the act`s passage. Two factors created this paradox: The actions of a small group of funders prior to 1988 irrevocably linked the larger funder community to the act, and following the act`s passage, foundations quickly become vital to its implementation. Drawing on a new data base, the article highlights six characteristics of the behavior of Chicago`s foundations regarding reform. Weaving the Chicago story together with scholarly perspectives on the traditional foundation role in public affairs, the article closes with three guiding principles for foundations as they help develop and implement education reform policy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 195-207 |
| Abstraksi Narasi | : | Four integrative data analysis strategies for mixed-method evaluation designs are derived from and illustrated by empirical practice: data transformation, typology development, extreme case analysis, and data consolidation/merging. The appropriateness of these strategies for different kinds of mixed-method intents is then discussed. Where appropriate, such integrative strategies are encouraged as ways to realize the full potential of mixed-methodological approaches. |
| Nama Pengarang | : | Sheila Nataraj Kirby, Lisa Hudson, Greene, Jennifer C. , Valerie J. Caracelli, William S. McKersie, Valerie E. Lee, Julia B. Smith, Madalyn Cioci, Judith Warren Little, Merith Cosden, Jules Zimmer, Paul Tuss |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 181-194 |
| Abstraksi Narasi | : | There is considerable concern regarding the declining proportion of minorities entering teaching. We use data on Indiana public school teachers to examine Black representation in the teaching force, their patterns of entry and attrition. We find that the overall picture--an aging Black teaching force, increasing attrition due to retirement, a decreasing proportion of new Black hires--suggests that Black representation in the teaching force may well become a cause for concern unless active recuitment policies are implemented. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 91-98 |
| Abstraksi Narasi | : | Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is "minority" and 24% is "White". The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaii secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-33 |
| Abstraksi Narasi | : | Although proprietary schools serve large (and increasing) numbers of students, including many low-income students, the large amounts of student aid going to them, the high default rates of their students, and news about fraud and abuse suggest substantial problems. Unfortunately, information about proprietaries is sparse. This article summarizes what is known from several national data sets, particularly about the amounts of aid allocated to proprietary school students, student composition, completion and noncompletion rates, and effects on wages and earnings. The findings provide little support for proprietary schools on average, though the averages may mask substantial benefits for some schools. One implication is that the assumptions necessary for student loans are not met, and even grants to students in proprietary schools may not be warranted. Another is that requiring better information about the effects of proprietary schools would help in regulating such schools and would improve student choices. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-64 |
| Abstraksi Narasi | : | Using maximum likelihood logistic regression analysis, this study of public school teachers identifies the characteristics that distinguish teachers who return to the classroom after a career interruption from those who do not. Its purpose is to improve our ability to monitor and predict teacher supply and demand by determining areas that may be vulnerable to shortages in the future. The findings show that the teachers most likely to return are those with subject area specialties that provide limited opportunities for better paying employment outside of public schools, those who have more than 2 years of experience coupled with a master`s degree, and those who interrupted their careers at an older rather than a younger age. Although females return in higher proportions than males overall, this appears to be the result of famales` greater representation in areas with lower opportunity costs. Therefore, when subject area specialty is held constant, females and males return at approximately the same rates. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 105-108 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 34-50 |
| Abstraksi Narasi | : | This article analyzes New York, California, Texas and Florida curriculum policies in hight of their potential to control local practice. Four characteristics---consistency, prescriptiveness, authority, and power---are used to assess the ability of these policies to influence local decisions about what and how to teach. Findings indicate that state policies may have reduced, but have not eliminated, local curriculum control. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-16 |
| Abstraksi Narasi | : | Current national efforts to expand the role of educational assessment and radically change the nature of assessments are discussed. Rationales for expectations that a new national examination system would serve as a lever of educational reform are analyzed. Challenges posed for educational measurement by the proposed heavy reliance on complex, performance-based assessment are examined in terms of needed validation research. Particular attention is given to existing generalizability evidence and the implications of a high degree of task specificity for the design of an assessment system. |
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