| Nama Pengarang | : | John F. Witte, Daniel J. Walsh, Allan R. Odden, David Post, Jeffrey A. Cantor, Linda F. Winfield, Emil J. Haller et al, Mark A. Smylie, John C. Smart |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 188-212 |
| Abstraksi Narasi | : | This article presents cross-sectional data on the relation between school achievement and measures of school environment, particularly ``effective schools`` characteristics. The data are for 38 high schools, 32 middle schools, and 134 elementary schools, across 22 districts in the Milwaukee metropolitan area. The achievement measures include standardized test data in math and reading, as well as dropout rates. In addition to a wide range of school characteristics, key measures of school environment were collected through lengthy mailed surveys of 5,500 teachers in the districts. In addition to an effective schools index, we analyze the effects of parental involvement and variation in teacher control of key decisions in schools. The findings offer support for the notion that school environment has an effect on achievement. They also show that the complex of environmental variables that are significantly related to achievement are themselves highly intercorrelated and very much affected by the location of the school (city or suburbs) and the student population in the schools. These results lead us to question the direction of causality and thus the certainty of success of intervention programs along current effective schools lines. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 82-96 |
| Abstraksi Narasi | : | In this article we argue that traditional notions of state-local relations as a zero-sum game need recasting. Although some new state education reforms are exerting strong influences on the classroom, there are reasons to think that the reforms left not only considerable room for flexibility but also enhanced local activism. New conceptions of state-local relations must account for the ways in which states mobilize public and professional opinion, districts orchestrate state and local priorities around schools and classrooms, and local political entrepreneurs influence state policy. The result is often that the local effects of state policy are greater than those one would predict on the basis of state capacity, and localities often gain influence as a result of state policymaking rather than lose it. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-55 |
| Abstraksi Narasi | : | Coordination of schools and child protective services (CPS) agencies on child abuse reporting is required by law because school staff are mandated to report suspected maltreatment to CPS agencies. National data reveal that school staff generally comply with the reporting mandate. Although school district policy and resource limitations reinforce compliance with the reporting laws, CPS agency policies designed to limit reports and to focus resources on the most serious cases are inconsistent with district policies. As a result, school staff reports may be greeted with annoyance and rejection. The implications of this apparent conflict for child protection and for other coordination efforts are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 57-81 |
| Abstraksi Narasi | : | This study investigates the possibility of differences in the salaries of male and female teachers in America`s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983-1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-24 |
| Abstraksi Narasi | : | High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers` reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers` ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers` judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems. |
| Nama Pengarang | : | Darrell R. Lewis, Penelope L. Peterson, Michelle A. Comeaux, Valerie E. Lee, Julia B. Smith, Gail L. Zellman, Richard F. Elmore, Susan H. Fuhrman |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-39 |
| Abstraksi Narasi | : | Planning and the development of teacher education have suffered for lack of information relative to the efficiency effects of selecting alternative program designs. This article (a) identifies a conceptual framework wherein teacher education costs and benefits can be comprehensively described, valued, and linked for analytic purposes, (b) presents some benchmark data from a newly developed 5th-year licensure program, and (c) examines a number of alternative assumptions for illustrating some of the problematic issues inherent in examining this question from the perspectives of both students and society. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 417-429 |
| Abstraksi Narasi | : | This survey assessed state policymakers` efforts to promote teaching for understanding and thinking in elementary schools. Data wew provided by two rounds of intervieews of currriculum specialists in state departments of education notionwide and a review of curriculum-related documents cited during the interviews. Results indicate that state guidelines promoting teaching for understanding and thingking are typically communicated through inservice programs, goals and objectives statements, and /or guidelines for local curiculum planners. These initiatives rarely include statewide tests. The report summarizes similarities and differences in policy initiatives across all 50 states, with closer attention to seven states thatr are especially active in promoting curriculum reforms ( e.g., California). The report also discusses implications for state-level policymakers and others who are eager to reshape the elementary school curriculum. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 377-387 |
| Abstraksi Narasi | : | Policy problems presented by the acquired immunodeficiency syndrome (AIDS) epidemic are many, and decisionmakers in education face a number of issues, including admittance of children with AIDS, testing of employees for the virus, as well as isssues relating to the provision of invormation about AIDS to students. Education about the routes of tranmission and about measures for preventing the transmission of AIDS certainly constitutes the most promising type of education for curbing its spread. the problem addressed here involves the issue of local control of educational subject and content. two alternatives, local control versus a state mandate for AIDS education, are presented. criteria against which the alternatives may be weighed are generated, and an analysis is conducted which evaluates each alternatives against the criteria for choice. a benefit-cost analysis is included. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 343-356 |
| Abstraksi Narasi | : | Telling teachers what to do through state and district standard setting policies is seen as antithetical to empowering teachers and strengthening the teaching profession. Policies for empowering teachers are less well articulated; teacher autonomy is often thought to be the automatic product of an absence of external constraints and guidelines. an analysis is provided of whether good teaching of worthwhile content to all students is better served by standard setting initiatives or through leaving teachers alone. There are other alternatives, of course, and they may ultimately prove to be more attractive. the analysis sheds light on that possibility, too. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 357-375 |
| Abstraksi Narasi | : | Within the context of the national debate on improving the quality of college general eduction programs, this paper provides am brief review of the validity and reliability of some measures of general education outcomes of college attendance. It reports on research to improvee the accuracy of concordance estimates of mean gains based on analysis of 22,4-year, longitudinal studies, using instruments from the college Outcome Measures Program (COMP). It examines sensitivity to treatment effects of mean gains across all levels of entering ability. It presents evidence that institutions can collect and use outcome data in ways that may lead to changes that increase student performance. |
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