| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 375-387 |
| Abstraksi Narasi | : | Using a quasi-experimental time-series design and employing a multiple regression technique, we examined the fiscal impacts and redistributive effects of the recently enacted federal education block grant on Michigan`s 525 K-12 school districts. Two important policy questions were addressed: Are resource allocations for targeted school districts likely to be affected by the adoption of different federal grant mechanisms? If so, will there be a shifting of resources away from or toward these districts? We found that the movement to the block grant mechanism resulted in a definite shift of funds away from former Emergency School Aid Act (ESAA) districts, districts with high proportions of poverty children, highly urbanized districts, and large districts toward smaller and rural districts. The implications of these changes in federal policy are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 355-373 |
| Abstraksi Narasi | : | The Reagan administration`s ``New Federalism`` agenda focused on redirecting national priorities and decentralizing domestic programs through budgetary policy. This research analyzes the consequences of national policy shifts occuring over the decade of the 1980s for public education. Utilizing a multimethod research design, it addresses four fundamental questions: (a) What have been the federal investments in education during the Reagan years? (b) How has the overall Department of Education (ED) budget fared over this time? (c) How have individual programs in ED been affected? (d) In sum, what fiscal changes have occured in education during the Reagan presidency and to what extent have devoluton and diminution in federal education policy been influenced by the Administration`s policies? The author finds significant shifts have occurred in federal education policy and finance during the 1980s. Tax reductions, deficit financing, dwindling productivity, and an uncertain economic outlook indirectly accomplished what could not be otherwise achieved, and set the basis for a new era in national education policy and finance well beyond the Reagan years. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 433-448 |
| Abstraksi Narasi | : | The principal thesis of this article is that policies of decentralizing the governance of educational systems, although often popular and compelling in the abstract, tend to carry the seeds of their own contradictions. Based on material from a number of European and developing countries, the three most common arguments in favor of decentralization-redistributing power, enhancing efficiency, and improving learning-are shown to conflict with powerful forces favoring centralization. In an attempt to make the political dynamics of the debate more transparent, the utility of decentralization as an instrument of conflict management and compensatory legitimation is being analyzed against the background of contemporary theories of the state. Lastly, the article focuses on the uneasy relationship between decentralization and evaluation as a case in point for the tensions surrounding the decentralization issue. |
| Nama Pengarang | : | B. Kathryn Jones, Napoleon Mitchell, Hans N. Weiler, Deborah A. Verstegen, C. Philip Kearney, Taewan Kim, Donal M. Sacken, Marcello Medina, Jeffrey A. Raffel, Lance R. Groff, Samuel B. Bacharach, Peter Bamberger, Stephen Mitchell |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 449-462 |
| Abstraksi Narasi | : | In 1989 and 1990, the research and evaluation department in the Dallas, Texas Independent School District (DISD) pioneered the use in a large, urban school district of a policy-oriented report-the chart essay-instead of a methods-oriented report to communicate findings. That experience and resulting changes in the department are documented. Limitations of the methods-oriented report and recommendations for enhancing utilization are reviewed. A definition and a description of the steps in designing, conducting, and presenting information in a chart essay are presented. Training information about the philosophy and the techniques of the chart essay is provided. Local (DISD) reactions and identification of implications of using this process in a large urban district conclude the study. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-308 |
| Abstraksi Narasi | : | This article is a case study of a self-described ``traditional`` teacher`s approach to implementing a state-wide mathematics reform. It examines his beliefs and knowledge about mathematics, and his commitment to the success of his students in the context of the state`s attempt to introduce innovations in both the goals and strategies of mathematics instruction. The goals of the reform include emphasis on conceptual understanding, coopearative learning, and practical applications of mathematics; this teacher emphasizes memorization, rules, and competition. The article explores the interplay between these two orientations: the teacher`s adoption of the reform`s implementation strategies, particularly the textbook, and his interpretation of the reform`s goals in terms of his own interest in teaching applications of mathematics. The teacher`s sense of accountability to his students and his commitment to their success is explored in the context of the state`s change in the principal vehicle of instruction, the textbook, and the state`s definition of success. The article raises the issue of what kind of change can occur in these circumstances and asks whether change that manifests itself in adoption of the implementation strategies of the reform will result in fundamental change in teachers` beliefs and knowledge about mathematics. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 257-261 |
| Abstraksi Narasi | : | The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing a new vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels-state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 249-256 |
| Abstraksi Narasi | : | The reseach reported in the cases suggests that California`s new policy has affected instructional practice. Many teachers have tried to change their mathematics teaching, and some have made significant changes. But practice also has had a profound influence on the new policy. The teachers in the cases did not simply assimilate new texts and curriculum guides. They enacted new instructional policies in terms of their inherited beliefs, knowledge, and practices. Hence when teachers changed in response to the policy, they did so in terms of their pre-existing practice, knowledge, and beliefs. They reframed the policy in terms of what they already knew, believed, and did in classrooms. The result in many classrooms was a remarkable melange of old and new math teaching. This may be only the beginning of the story of the California math framework. It remains to be seen whether the reform will continue, and, if it does, whether the California system will be able to support this reform adequately. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 263-275 |
| Abstraksi Narasi | : | This article presents a case of Carol, an accomplished second grade teacher who was disposed to teach in ways that seem consistent with the California Mathematics Curriculum Framework. Her approach-grounded in her conceptions of mathematics and her notions about how children learn mathematics-seemed, however, to have been virtually untouched by the policy initiative. Her practice, reflecting glimmers of the new ways, some how also deflected them. Because the visions of mathematics and mathematical pedagogy represented in the Framework are multiple, Carol could be seen at once as complying with the Framework, or as subtly contradicting it. This raises questions both about the intentions of the Framework and about the nature of this reform. Would a state like California be happy if it could move all teachers to where Carol is? Alternatively, do the state policymakers want to change all teachers-those in the mainstream and on the fringe? The case highlights the complexity of the changes implied by California`s curriculum Framework and the difficulties inherent in communicating those changes in ways that can influence both pedestrian and accomplished practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 347-353 |
| Abstraksi Narasi | : | Policymakers in the U.S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California`s reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to depen student`s mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers` early responses to the state`s efforts to change mathematics instruction. The case studies of five teachers highlight a key dillema in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn than math and teach it. But how can teachers teach a mathematics that they never learned,in ways they never experienced? That is the question explored in this special issue. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 243-247 |
| Abstraksi Narasi | : | - |
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