| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 377-396 |
| Abstraksi Narasi | : | This study examines the extent and impact of racial and ethnic segregation in California high schools during the 1988-1989 school year. We find that racial and ethnic segregation is widespread in California and that the extent of segregation varies widely among ethnic groups and among the six largest school districts. We also find significant differences in achievement levels across school districts and across schools within school districts, even after sdjusting for differences in the background characteristics of students. The analysis suggests that segregation can, but does not always, lead to achievement differences across schools and among ethnic groups. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 397-418 |
| Abstraksi Narasi | : | Participatory evaluation is presented as anextension of the stakeholder-based model with a focus on enhancin evaluation utilization through primary users` increased depth and range of participation in the applied research process. The approach is briefly described and then justified from theoretical and empirical bases. The literature on organizational learning provides theoretical support for participatory evaluation stemming evaluation stemming primarily from the view that knowledge is socially constructed and cognitive systems and memories are developed and shared by organization members. Twenty-six recent empirical studies were found to support an organizational learning justification of the model. Studies were classified into one of six emergent categories: conceptions of use; effects of participation on the use of research; effects of participation on the use of disseminated knowledge; effects of research training; school-university partnerships; and internal evaluation. Requirements of organizations and evaluators and an agenda for research are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 333-346 |
| Abstraksi Narasi | : | A principal-agent framework is used to examine the potential gaints to educational performance and the potential threats to public accountability that school-based decision-making proposals pose. Options for minimizing problems arising from divergent objectives and information asymetry, such as incentive-based contracts, limited school discretion, and school councils, are examined. The analysis underscores the need to tailor the design of decentralized decision making to the sources of poor educational performance and potential threats to school opportunism. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 361-376 |
| Abstraksi Narasi | : | The purpose of this article is to develop a conceptual structure for examining college and university productivity and to propose an explanation for why productivity-as seen by those who pay for higher education-has declined. The authors examine public criticism of higher education and the accompanying loss of public trust. They argue that much of the problem results from the shift of faculty effort toward research and professional activity and away from undergraduate teaching-a phenomenon dubbed the academic ratchet |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 421-438 |
| Abstraksi Narasi | : | Research evidence indicates that retention, requiring students to repeat a grade level, fails to raise achievement or enhance social and personal adjustment. Moreover, it does not produce homogenous classes, may be discriminatory, and is linked to dropping out. Retention continues, however, supported by public belief and sanctioned by district policy. A sample of district retention policies were rated accordng to two overarching dimensions: (a) the amount of effort required to implement, and (b) the extent to which objective criteria govern retention decisions. Differences along these dimensions are hypothesized to influence district retention rates. Results support use of this framework for comparing retention policies and retention rates when district size is taken into account. Larger districts retain more students, adopt more comprehensive retention policies, and provide a different policy context for implementation than smaller districts. Identified policy dimensions influence retention rates in opposite ways in large and small districts. We suggest that district cultural beliefs and organizational structures for student mobility contribute to these differences. Policy, rather than directly controlling staff behavior, may provide ``signals`` that are interpreted through organizational belief systems. Thus, adoption of identical district policy may lead to different staff behavior in different school district contexts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 307-332 |
| Abstraksi Narasi | : | This article begins with a critical review of alternative strategies currently in use to study educational productivity. These unfolding research programs are considered in the light of increasing public demands for improvement of productivity in education. A critique is offered of the dominant conception of the education production process that undergirds many of these studies, and alternative conceptions are offered. The effects of effort to improve productivity are examined in the context of each of these different conceptions. The article concludes by advocating a new line of research designed to generate insight into more fundamental aspects of education production processes. This new type of productivity research places greater emphasis than is customary on the classroom as the unit of analysis. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 303-305 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Susan Albers Mohrman, Edward E. Lawler, Allan M. Mohrman, Allan Odden, David H. Monk, Mahna T. Schwager et al, William F. Massy, Andrea K. Wilger, James M. Ferris, Lorna Earl, J. Bradley Cousins, Russell W. Rumberger, J. Douglas Willms |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 347-360 |
| Abstraksi Narasi | : | This article explores the applicability of employee-involvement approaches to the management of schools. Three approaches are described for organizations in general and then applied to schools in particular. We conclude with a discussion of the design issues facing schools if they were to consider a comprehensive employee-involvement strategy as a means to improve their performance. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-302 |
| Abstraksi Narasi | : | This study analyzes the 1987-1988 NAEP School Questionnaire administered at the 4th-, 8th-, and 12th-grade levels. Relationships between policy changes and school climate, and individual grouping variables defining school poverty, school size, community type, and ethnicity were investigated. The results showed a fairly consistent pattern across all three grade levels in how schools ranked on the various grouping dimensions in their reporting of policy changes and school-related problems. Large, urban disadvantaged schools with predominantly non-White populations tended to report the most policy changes and school-related problems, suggesting that reform is taking place in those schools where it is most needed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 283-295 |
| Abstraksi Narasi | : | This study investigated the influence of state-mandated tests on the thoughts and actions of three middle school-junior high school literature teachers. Case studies revealed that the changes the tests caused in their teaching were a function of two factors: (a) the fit between the teacher`s preferred approach to teaching literature and the conception of literature embodied in the state tests, and (b) the amount of ``curricular power`` the teacher held-that is, the teacher`s place in the curricular decision-making structure of the school. The conclusions suggest that a subject such as literature, for which several competing conceptions currently exist, presents special problems during a time when tests are being used to influence classroom practice. |
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