| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 237-249 |
| Abstraksi Narasi | : | This paper contains empirical support for a new theory on the relationship between the size and performance of school systems. The theory predicts that the strength and direction of the relationship depend on the socioeconomic status (SES) of school systems. This prediction is supported with data from the California Assessment Program on both schools and districts. We find that as the SES of a school system goes up, the association between the size and performance of school systems goes from negative to positive. We also find that the negative association among low SES school systems is much stronger in magnitude than the positive association among high SES school systems. Thus, it appears that school system size has strong negative effects on performance that are eliminated, but not strongly reversed, in high SES settings. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 191-199 |
| Abstraksi Narasi | : | This paper addresses of the concerns inherent in evaluating women`s studies programs and projects. It focuses on the following four areas: a) discussion of objections raised by feminists about traditional forms of assessment; b) consideration of criticisms of traditional evaluations expressed by nontraditional evaluators; c) description of the strengths and weaknesses of illuminative evaluation as an alternative approach to assessing women`s studies programs; d) introduction of a new model of evaluation which is herein termed ``participatory evaluation.`` Participatory evaluation is a process allowing for the use of both qualitative and quantitative methodologies. It recognizes the importance of the evaluator`s role as knowledgeable insider rather than neutral outsider and facilitates development of trust between assessor and those being assessed. Evaluations based on trust permit a highly interactive form of assessment. Participatory evaluations is not only compatible with feminist theory and practice, but it is also appropriate for the assessment of women`s studies programs and projects. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 212-224 |
| Abstraksi Narasi | : | In this paper, we present an exploratory methodology for detecting and documenting an influence on the duration of teacher employment which has heretofore eluded empirical quantification-the involuntary layoff. Using data on the lengths of employment of more than 14,000 teachers hired between 1969 and 1981 in the St. Louis metropolitan area, we show that over and above the effects that previous researchers have identified (such as high early dropout rates and gender differences), there were certain years in which many more recently hired teachers were likely to leave their districts than might have been expected. We then present documentary evidence indicating that these unusual years were ones in which several of the districts under study implemented sizable mandated staff reductions. We conclude by discussing how ignoring involuntary layoffs may lead researchers to erroneously attribute some inter-individual variation in employment duration to other influences such as entering cohort. Viewed in its entirety, our paper presents a methodology for the improved analysis of teacher survival data that allows researchers to uncover not only involuntary layoffs but other predictors of employment duration as well. |
| Nama Pengarang | : | Roger D. Rada, Judith D. Singer, Willett, John B., Joan Poliner Shapiro, Noah E. Friedkin, Juan Necochea, Steven F. Ferrara, Thornton, Stephen J. |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 225-236 |
| Abstraksi Narasi | : | The study of educational governance has suffered by being insufficiently concerned with axiomatic-deductive theories. It is behind the times. The theory presented in this paper should move things forward. A public choice theory of school board member behavior makes two major contributions to the study of school governance. First, it provides a theoretical framework for microanalyses of school governance, that is, the focus is on each actor and each school district rather than on aggregates of abstract data. Secondly, the theory has the potential to greatly increase the power to predict behavior and events in school governance. A framework for understanding and predicting the micro, as well as the macro, events of school governance is needed. The theory of school governance proposed in this paper provides such a framework. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 151-160 |
| Abstraksi Narasi | : | Recent passage in several states of legislation suppoting ``Pass to Play`` policies makes student participation in extracurricular and cocurricular activities contingent upon satisfactory academic performance. This study examined the initial impact of legislation in California which required districts serving grades 7 through 12 to establish ``Pass to play`` policies with certain minimum requirements. Major findings were that the majority of districts had ``Pass to Play`` policies prior to the legislation, although most policies had to be modified to comply. District policies varied widely and most were more stringent than required by the legislation. Superintendents felt that the policies established academic excellence as a priority and increased students`motivation in academis. Perceived drawbacks included exclusion of low ability students from participation in activities, and the difficulty in providing support services to help students from participation in activities, and the difficulty in providing support services to help students regain their eligibility. While it is too early to uncover the whole picture, it appears that the legislation is having the desired effect in establishing academics as a priority in California. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 75-88 |
| Abstraksi Narasi | : | Since 1983, education has risen to the top of many states` policy agendas. The level of state policy activity is unprecedented in the histiry of American education. While states have assumed responsibility for educational policymaking, little is known about the effects of various reform policies or strategies associated with their implementation. The authors argue that the current reform effort which aims at educational excellence will fail unless the policy culture shifts the strategic focus from regulation and compliance monitoring to mobilization of institutional capacity. This article examines reform strategies of three states-Texas, California, and South Carolina-and how those strategies relate to reform outcomes. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 117-139 |
| Abstraksi Narasi | : | During the past 10 years a good deal of attention has been devoted to examining the role that school administrators play in improving learning outcomes for students. One theme that has received considerable emphasis is the instructional leadership dimension of administrative activity. In his article a comprehensive review of the research in the area of instructional leadership is provided. I report on progress that has been made in overcoming first generation research difficulties in this area, describe some of the more deep-rooted conceptual difficulties that have been less amenableto resolution, and analyze problem areas in the study of instructional leadership that have heterofore received little scrutiny. For purposes of organizational clarity, weaknesses in the studies of instructional leadership are grouped under the three headings of methodological, measurement, and conceptual problems. Within these three areas, particular attention is devoted to analyzing problems that emerge from (a) relying on a job analysis approach to defining instructional leadership, (b) failing to adequately consider both the micro and macro level contextual aspects of leadership, and (c) attributing causality to persons rather than organizational conditions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 171-185 |
| Abstraksi Narasi | : | This paper proposes four defensible alternative definitions of ``postsecondsry education attendance,`` then uses data for 1980 high school seniors to examine influences on attendance under each of the definitions. The results suggest that these influences vary somewhat, depending upon the enrollment definition one chooses. For example, the findings suggest that studies focusing solely upon a traditional definition of enrollment (e.g., entry into a two- or four-year institution immediately after high school graduation) may overstate the limiting effects of socioeconomic factors on overall enrollment, and may also understate the positive effects of being female. Some policy studies make recommendations on the basis of analysis using traditional enrollment definitions, even though such definitions are much more restricted than those of the major financial aid programs (e.g., the Federal Pell Grant program). The findings of the present study suggest that such studies may misspecify policy impacts. The implications of these results are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 89-105 |
| Abstraksi Narasi | : | A design for educational assessment is proposed that serves multiple purposes within a state school system but requires no more class time than a conventional achievement test. For individual students, it provides scaled proficiency measures suitable for guidance and certification at varied levels of attainment. For classrooms, schools, or larger units, it can supply from the same data detailed group-level measures for monitoring progress in curricular objectives, for evaluating instructional methods or materials, and for secondary research studies. Graphic displays for reporting both the individual-level and group-level and group-level results are illustrated. The design can be linked to performance tests to establish external validity or to scales of national measures, such as the National Assessment of Educational Progress, to allow between-state comparisons. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 161-170 |
| Abstraksi Narasi | : | This paper reports results from the first two years of an effort in 10 high schools to replicate the California Peninsula Academies. The Academy model combines the core academic curriculum with technical instruction in a particular occupational field. Local employers representing that field participate in various ways. The program is intended to improve school performance of students who would otherwise be likely to drop aout. Evidence presented here indicates than students in comparison groups at the same high schools. At three sites in particular, Academy students have consistenly out-performed comparison groups in the first two years. |
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