| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 49-65 |
| Abstraksi Narasi | : | This article reviews the types of revisions that preparation programs in educational leadership have begun to make in response to three related sets of pressures brought on by the reform movement of the 1980s: pressures bearing on school administrators from the larger reform agenda--that is, improving education across the board, general critiques of and calls for improvement in educational leadership, and specific analyses and demands for change in administrator preparation programs. The results are based on questionnaires completed by 74 chairpersons in departments of educational administration have begun to respond to the pressures for change. In addition, for better or worse, discernible patterns in these revisions are generally with the more explicit recommendations contained in the reform reports of the National Policy Board for Educational Administration and the National Commission on Excellence in Educational Administration. On the other hand, the response has been moderate (at best) in intensity and mixed in focus. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 87-101 |
| Abstraksi Narasi | : | The professional development school concept represents an attemp to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 1-11 |
| Abstraksi Narasi | : | This article reviews evaluations of IBM`s Writing to Read program in kindergartens and first grades. In Writing to Read (WTR), students rotate through five learning stations to learn and practice phonics, to write stories, and to listen to recorded books. Two of these stations involve computers. Twenty-one studies of Writing to Read in kindergartens found a median effect size of 0.23, but in many cases this effect may be due to comparisons of WTR with nonacademic programs. Across 13 first-grade studies, the median effect size was .00. Two-year (K-1) implementations and one-year follow-up studies found no consistent achievement effects. The commercial success of WTR is discussed in light of these disappointing findings and of the existence of more effective and far less expensive alternatives. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 67-86 |
| Abstraksi Narasi | : | This study looks at three districts that redesigned teaching, two with career ladders and one with shared governance. The reforms took two directions--professional and bureaucratic--that had important consequences for the process and the outcomes of the redesign of teaching. Many factors were encompassed in the direction taken, including how districts addressed certain deminsions of job and organizational design--that is, authority and autonomy, collegiality, rank and remureration, task variety, and organizational shape. Political factors that shaped the direction of development included the state program, the support of the board, the vision of the superintendent, and the interactions of board, superintendent, teachers, and teachers` associations. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-29 |
| Abstraksi Narasi | : | A system of school process indicators is needed to provide descriptions of educational opportunity, to monitor reform, and to explain student outputs. Several conceptual and technical problems must first be overcome. A model of school processes is offered against which problems of definition, measurement, and sampling are identified. Using criteria of importance, validity, and cost, a recommendation is made for an initial system of school process indicators. The recommendation illustrates the analytic framework and is meant to begin a conversation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 103-111 |
| Abstraksi Narasi | : | This research describes a simple way to generate an interstate cost-of-living index from market basket data collected at the standard methropolitan statistical area (SMSA) level. Models were developed for each of four regions to explain differences in the cost of living among more than 180 SMSAs. The regression coefficients were then used as weights and combined with comparable state level data to establish a state cost-of-living index. Finally, the state cost-of-living index values were normalized so that 100 represents the national average for all states weighted by their population. In the concluding section, the 1988-1989 average teacher salary for each state is divided by the interstate cost-of-living index to calculate an adjusted average salary. |
| Nama Pengarang | : | Priscilla Wohlstetter, F. Howard Nelson, Porter, Andrew C., William A. Firestone, Beth D. Bader, Slavin, Robert E., Neil D. Theobald, Murphy, Joseph |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-48 |
| Abstraksi Narasi | : | A major challege facing state policy makers who are demanding a high level of accountability in education is to design an accountability mechanism to track the progress of education reform. This article examines the structure and uses of eight exemplary approaches to accountability to find out what makes each mechanism work. Emerging from the analysis is a common set of design characteristics for state accountability mechanisms that from the beginnings of a new theory about state governance in education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 415-432 |
| Abstraksi Narasi | : | This paper examines four sets of work design variables with respect to their relationship with role conflict and role ambiguity in elementary and secondary schools. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily those appropriate for minimizing role ambiguity, and that the determinants of role stress in elementary schools are somewhat different from the determinants of role stress in secondary schools. The findings also suggest that, in contrast with some of the assumptions of recent school restructuring efforts, in elementary and secondary school organizations, managerial strategies that reflect professional ethos may have no impact on teacher-reported role conflict and role ambiguity. Indeed, the findings suggest that in secondary schools, certain managerial strategies which run counter to professional ethos may in fact reduce organizational role conflict and ambiguity. Policy implications for elementary and secondary schools are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 403-414 |
| Abstraksi Narasi | : | To date, research has emphasized the dark side of teacher moonlighting, linking moonlighting to teacher alienation and attrition. Research in Delaware, however, indicates that although some moonlighters were ``reluctan`` and would have quit if their income were increased, a majority were ``willing`` and would have continued to moonlight even if their salaries were increased enough to replace moonlighting income. Differences in the motivations, type of moonlighting position, job satisfaction, life impacts, and job search activity between willing and reluctant moonlighters are reported. A constructive model of moonlighting, with related policy implications, is proposed to balance the dominant constraining view. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 389-402 |
| Abstraksi Narasi | : | This study presents the application of a set of concepts devised by Mitchell, Marshall, and Wirt (1985) for investigating the distinctive cultures of state educational policy-making. In this study, an interpretation of the events leading to the passage in 1984 of Arizona`s new bilingual education legislation is developed, primarily from interviews with key actors. The central question addressed is whether a more comprehensive or mandatory law could have been achieved in Arizona. |
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