| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-416 |
| Abstraksi Narasi | : | This paper reports 1987-88 results from an evaluation of 11 academy programs in California high schools. Academies are schools within schools, combining academic and vocational courses in a program designed to reduce dropout rates. The evaluation used a matched comparison group for each cohort of academy students at each site. Results for in-school outcomes were generally positive. Focusing on one grade-level cohort for which graduation rates are available, the number of dropouts saved was estimated, along with the costs and economic benefits to society. The estimated net benefit from dropout prevention among this cohort of 327 students is between $1.0 and $1.3 million. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 329-341 |
| Abstraksi Narasi | : | In 1983, the Utah State Legislature enacted a career ladder program for teachers as the centerpiece of the state`s school reform effort. This paper assesses local implementation responses to the career ladder program. Specifically, this paper addresses the question, Under what circumstances and conditions do schools implement the career ladder program in a manner that is consistent with state policy intent? Additionally, the author argues that ocal implementations of the program can be classified into four types of implementation response. |
| Nama Pengarang | : | Jeri Nowakowski, Thomas B. Timar, David Stern et al, Joe M. Steele, Porter, Andrew C., Jane D. Eckland, Donald J. Freeman |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 389-404 |
| Abstraksi Narasi | : | the purpose of this study was to evaluate the degree to which the Illinois Educational Reform Act of 1985 was being implemented at the local school district level as measured by the number of reform-related board motions, discussions and reports documented in local school board minutes the year preceding passage of the reform act and the 2 years following its passage. The study provides evidence of the amount and nature of local policy-making directly responding to legislated reform. Further, it indicates that school boards are responding to some areas of the reform bill more than to others. finally, the study raises serious policy questions about why local school boards have been neglected in the eighties reform movement and about the role of these boards in the future of educational governance. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 255-274 |
| Abstraksi Narasi | : | In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. such practice, howeveer, needes to be grounded in a theory that can meaningfully guide the design and implementation of mixed-method evaluations. In this study, a mixed method conceptual framework was developed from the theoretical literature and then refined through an analysis of 57 empirical mixed-method evaluations. five purposes for mixed-method evaluations are identified in this conceptual framework: triangulation, complementarity, development, initiation, and expansion. For each of the five purposes, a recommended design in also presented in terms of seven relevant design characteristics. These design elements encompass issues about methods, the phenomena under investigation, paradigmatic framework, and criteria for implementation. In the imperical review, commom misuse of the term triangulation was apparent in evaluations that stated such a purpose but did not employ an appropriate design. In addition, relatively few evaluations in this review integrated the different method types at the level of data analysis. Strategies for integrated data analysis are among the issues identified as priorities for further mixed-method work. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 285-300 |
| Abstraksi Narasi | : | This study examines a governance conflict between the University of Wisconsin-Madison and the state education agency for control of the teacher education program. Using in-depth and focused interviews, document analysis, and participant observation, data were collected and analyzed for this case study. Factors identified as significant included internal institutional variables (the role of the organizational saga, the isolation and insularity of the University, the pluralistic nature of the School of Education, and the effect of decentralization on University response), external environmental forces (the prevailing general public mood, theformation of a successful coalition of external interest groups, and the role of the State Superintendent), and political processes. Conclusions of the data analysis are discused in terms of their implications for governance of higher education. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 275-284 |
| Abstraksi Narasi | : | Public confidence in education has eroded. The authors discuss conceptual bases for school/community relations and, using data from a national study, describe how administrators of 181 "high-confidence" schools get and hold the public`s confidence in their schools. These adminnistrators do nearly to opposite of what selected literature and studies suggest. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 300-323 |
| Abstraksi Narasi | : | This paper focuses on nontraditional training programs that train recruits for mathematics and science teaching. This recruits include recent college graduates with degree in mathematics or scence, individuals in science-related fields who are retiring or who want to make a midcareer switch to teaching, and teachers who initially prepared to teach in areas other than mathematics or science. We find that not all programs are equally effective and that the quality and intensity of preparation make a difference in how well prepared recruits feel to teach. Our study also indicates that, for all their promise, nontraditional teacher preparation programs cannot fully overcome other attributes of teaching that make recruitment and retention of teachers difficult. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 223-235 |
| Abstraksi Narasi | : | A qualitative observational study of standardized group testing in 10 kindergartens revealed many variations in testing conditions, numerous discrepancies from standardized administration procedures, and children`s behavior that contributed to difficulties in maintaining a uniform testing process. Testing practices in a number of kindergartens were so nonstandardized as to render their scores incomparable and quite possibly unreliable as well. Because one school district used the scores to place children in pre-first-grade transitional classrooms, the possible detrimental considerable pressure to increase test scores exhibited a pattern of nonstandard testing procedures suggestive of " tester effects."The results call into question the age appropriateness of high-stakes group testing in kindergarten. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 209-221 |
| Abstraksi Narasi | : | In this article, issues of success and failure of Wave 1 reform initiative are explored. The paper begins with a review of the financial, political, and organitational factors that are often used to support the position that the types of reform measures common in the early and mid 1980s are likely to result in few substantive improvements. Next, the argument is made that the educational reform recommendations have been more successful than anticipated. finnaly, some specalutions as to the reasons for this unexpected outcome are presented. Particular attention is given to the changing nature of the conditions upon which claims for failure were predicated. |
| Nama Pengarang | : | Frank W. Lutz, Jerry B. Hutton, Murphy, Joseph, Kenneth H. Wodtke et al, Darling-Hammond, Linda, Sheila Nataraj Kirby, Lisa Hudson, C. M. Achilles, M. Nan Lintz, W. W. Wayson, Nona A. Prestine, Greene, Jennifer C. , Valerie J. Caracelli, Wendy F. Graham |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-254 |
| Abstraksi Narasi | : | Alternative certification (AC) of teachers in an issue of interest and discussion within the 1`980s education reform movement. Little empirical evaluation is available for formulating policy, however. This research describes an alternative certification program in the Dallas Independent School District. Recruitment programs resulted in 4,000 inquiries and over 1,300 appliccants, 691 of whom took the entrace test, 557 who passed, and 110 who were admitted to the program. This research addresses eight topics: (a) characteristics of the program, (b) characteristics of the interns, (c) interns attitudes, (d) comparison of interns and traditionally certified teachers, (e) teaching performance of interns, (f) predictors of AC success, (g) reaction to the program, and (h) consideration of whether AC programs can contribute to the need for teachers. Policy recommendations, based on the above, are formulated. |
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