| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 233-241 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 277-296 |
| Abstraksi Narasi | : | This article examines the perspectives and practice of elementary mathematics teaching of Cathy Swift, a second-grade teacher in a low-SES school in large California city. Cathy`s mathematics lessons are smoothly and swiftly-paced lessons in the tradition of effective teaching for basic skills. Yet from her perspective, Cathy is implementing a ``new`` mathematics program connected with the state-level Mathematics Framework. Cathy`s view of the state policy is through her textbook, one of several approved by the state, and through district-level ABS materials developed specifically for low-SES schools. The ABS model includes components of content coverage, pacing, mastery testing and reteaching, maximizing student`s time on task, amd use of direct instruction. To these, Cathy has added new elements-using manipulatives, using partner and group work, and emphasizing problem solving. Exploration of Cathy`s perspectives and practice reveals powerful effects of knowledge and beliefs, tangled influences of layers of policy, and multiple uncertainties and conflicts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 327-345 |
| Abstraksi Narasi | : | This essay probes the relationship between instructional policy and teaching practice. In the mid 1980s, California State officials launched an ambitious effort to revise mathematics teaching and learning. The aim was to replace mechanical memorization with mathematical understanding. This essay considers one teacher`s response to the new policy. She sees herself as a success for the policy: she believes that she has revolutionized her mathematics teaching. But observation of her classroom reveals that the innovations in her teaching have been filtered through a very traditional approach to instruction. The result is a remarkable melange of novel and traditional material. Policy has affected practice in this case, but practice has had an even greater effect on policy. |
| Nama Pengarang | : | Suzanne M. Wilson, David K. Cohen, Penelope L. Peterson, Darling-Hammond, Linda, Sykes, Gary, Ball, Deborah Loewenberg, David K. Cohen, Ball, Deborah Loewenberg, Ball, Deborah Loewenberg, David K. Cohen, Penelope L. Peterson, Nancy Jennings Wiemers |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 309-326 |
| Abstraksi Narasi | : | In this paper, the author describes the case of a teacher, Mark Black, as he struggles to adapt to the calls for the reform of teaching in California. Drawing on a set of interviews and observations that are part of a larger study (see Cohen, Ball, and Peterson in this volume), the author explores how Mark enacts the curriculum of Real Math, the textbook that his school district recently adopted. Through the lenses of his beliefs about the nature and structure of mathematical knowledge, his beliefs about how students best learn mathematics, and his beliefs about his role as a teacher, Mark transforms the innovative textbook into a more familiar, traditional elementary mathematics curriculum. The author discusses four real perceived constraints that influence Mark`s ability to enact the curricular policy proposed by the Framework and argues that teachers are themselves learners who need to be supported and nurtured as they try to change their practice. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 139-155 |
| Abstraksi Narasi | : | This article examines the critical issue of teacher suport for carrer enhancement initiatives, focusing specifically on merit pay and career ladder programs. It presents the findings of an empirical study that examines the relationships between program characteristics and effects on work variables and teacher support of and opposition to these programs. The findings reveal that teacher support of an opposition to both programs is strongly associated with perceived effects on different dimensions of work. Of particular importance are effects on professional working relationships with other teachers. These findings underscore incongruities and tensions between merit pay and career ladder programs and beliefs and practices that characterize and goven teachers` work. Implications for the continued development of merit pay, career ladder, and other teacher career enhancement initiatives are explored. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 109-120 |
| Abstraksi Narasi | : | The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High school and Beyond data to address three question. (a) Are the math, science, and foreign language programs of large schools more comprehansive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 157-173 |
| Abstraksi Narasi | : | This study investigates the relationship between school-level minimum competency testing (MTC) programs and student reading proficiency as measured by the 1983-1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency outcomes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grade 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 121-138 |
| Abstraksi Narasi | : | The purpose of this study was to produce new information regarding interorganizational collaboratives for job training and economic development. The goal was to collect information on innovetive practices, defined as interorganizational arrangements with demonstratedexemplary outcomes. The study focused on identifying innovative job creation practices, including those involving (a) assistance to small business, a key ingredient in job creation and economic development for this country, and (b) benefits to Job Training Partnership Act participations or other low-income, hard-to-employ workers in terms of job placenment. The study analytically assesses what works and why, and discusses lessons learned for other local sites wishing to consider similar initiatives. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 174-187 |
| Abstraksi Narasi | : | Even as California increases the presence of Latino students in its public university systems, the net college-going rates for the group have fallen off markedly. To understand the decision process, this study examines chicano students in one large high school. In particular, the effect of cost on demand was sought by using a survey of graduating seniors. Logistic regressions on college plans revealed differential effects of estimeted cost, depending on ethnicity and language background. For the children of Spanish-speaking parents, costs were largely determinant of college plans, whereas they were not for the children of English speakers. Significantly, it was the children of Spanish speakers who had the highest and must unrealistic estimates of college tuition. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 213-227 |
| Abstraksi Narasi | : | This article is about policy related to class size and student achievement. Class size reductions have been proposed recently in many states and enacted in a few. This article reviews the literature on class size and student achievement and suggest policy alternatives. It has four sections: first, some introductory comments are made to set subsequent comments about class size policy into a broader context; second, the research on class size and student achievement is presented; third, the policy implications of this research are developed; a short summary of policy recommendations is provided. |
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