Relevant bibliographies by topics / School based evaluation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School based evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "School based evaluation"

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Siphamandla Ryan Mathaba, Richard, and Nirmala Dorasamy. "School-based evaluation to improve learner performance." Environmental Economics 7, no. 1 (March 24, 2016): 60–66. http://dx.doi.org/10.21511/ee.07(1).2016.08.

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The article focuses on the periods of program and school evaluation in particular. The article traces school evaluation through various periods. These periods are: Age of originality (1444-1700), Age of reform (Prior 1900), Efficiency and testing (1900-1930), Tylerian period (1930-1945), Age of innocence (1946-1957), Age of development (1958-1972), Age of professionalism (1973-1983) and Age of expansion and integration (1984-2000). From these ages, the article is able to identify as to how Whole-school Evaluation in South Africa has been able to draw important lessons towards ensuring quality assurance in education
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McLean, Les. "School-based evaluation: A dialogue for school improvement." Evaluation and Program Planning 20, no. 1 (February 1997): 113–14. http://dx.doi.org/10.1016/s0149-7189(97)89641-3.

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Siegel, Lucille P., and Todd A. Krieble. "Evaluation of School-based, High School Health Services." Journal of School Health 57, no. 8 (October 1987): 323–25. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03211.x.

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Common, Dianne L. "Curriculum Innovation, School Improvement, and School-Based Evaluation." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 7 (March 1985): 298–304. http://dx.doi.org/10.1080/00098655.1985.9955567.

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Nami, Shamsi. "School-Based Policies in Iran." Modern Applied Science 10, no. 12 (July 20, 2016): 90. http://dx.doi.org/10.5539/mas.v10n12p90.

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This paper aimed at examining school-based policies in Iran. School-based approach has been dominated educational systems of developed countries over the past four decades. Delegation of authority to lower levels, particularly to schools for decision making, implementation, monitoring, and evaluation is central to this approach. Efforts have been made to formulate, plan, and implement school-based policies and programs in Iran over a decade. This paper attempts to delve into the quality and quantity of these efforts by verifying and analyzing assertions and implications of Iran's 3rd, 4th, and 5th Development Plans, Theoretical foundations of fundamental Transition in Formal public Education in Islamic Republic of Iran (2011) and laws and regulations approved by Iran's Supreme Council of Education. The results indicated that although the above - mentioned documents and plans focused on the need for reforming structures and organizations, using non-governmental power and private capital, reducing government's tenure, encouraging stakeholders' participation, and favoring school independence, the quality and quantity powers assigned were incompatible with school- based assumptions. Delegation of authority was mainly centered around the decision making on how focused plans should be implemented. While many cooperative organizations have been established in schools through these policies and laws, these efforts are not based upon a comprehensive evaluation on which they can be judged. However, limited amount of evaluation has been carried out, but according to the experts' experiences and ideas, the intended goals has not been fully achieved.
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Ikeda, Kotoe, and Mitsuru Ikeda. "Process of Changing School Principals’ Attitudes Toward Utilizing Empowerment Evaluation-Based School Evaluations." Japanese Journal of Educational Psychology 66, no. 2 (June 30, 2018): 162–80. http://dx.doi.org/10.5926/jjep.66.162.

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Nabors, Laura A. "Evaluation in school-based health centers." Psychology in the Schools 40, no. 3 (May 2003): 309–20. http://dx.doi.org/10.1002/pits.10090.

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Raven, John. "School based evaluation and professional research." Studies in Educational Evaluation 14, no. 2 (January 1988): 175–91. http://dx.doi.org/10.1016/0191-491x(88)90006-5.

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Alvik, Trond. "School-based evaluation: A close-up." Studies in Educational Evaluation 21, no. 3 (January 1995): 311–43. http://dx.doi.org/10.1016/0191-491x(95)00018-p.

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黄, 宇静. "Evaluation of School-Based Curriculum in Middle School Based on CIPP Model." Advances in Education 09, no. 05 (2019): 565–71. http://dx.doi.org/10.12677/ae.2019.95094.

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Dissertations / Theses on the topic "School based evaluation"

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Hanley, Daniel Miller. "School-based evaluation in Norway." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337098.

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Englot, Stusick Erib B., and University of Lethbridge Faculty of Education. "The evaluation of school-based community conferences." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007. http://hdl.handle.net/10133/554.

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This study evaluated the effectiveness of a school-based Community Conferencing program utilized in response to student acts of misconduct or violence. The satisfaction levels of the various participants involved, the effects on suspension and expulsion rates, the rates of recidivism, the types and follow through of restoration agreements made, and the offences that respond best to Community Conferences were examined. Role-specific surveys were administered to the various participants in 12 Community Conferences with 105 surveys completed immediately following the Conference and 70 surveys completed via telephone four weeks after the completion of the Conference. Data were analyzed using descriptive, qualitative, and chi-square methods of analyses. This study provides evidence for the success and satisfaction of incorporating this type of restorative programming into current philosophies and policies within school divisions as an alternative to zero tolerance policies. Participants in various roles reported satisfaction with several aspects of the Conference and its outcome, positive personal changes resulting from the Conference, and positive experiences overall regarding participation. Additionally, a potential decrease in the use of suspension and expulsion, provides further support for its use. The findings of this study provide a baseline for satisfaction levels, types of restoration agreements made, and rates of recidivism regarding school-based Community Conferences. Results can aid in the process of decision-making for those considering the use of restorative programming in schools. Due to the high rates of overall satisfaction, the model used in this research by the Edmonton Public School Division, along with the suggestions made by the researcher, can provide a representation upon which others can base implementation of a similar program.
xv, 306 leaves ; 29 cm. --
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Lau, Chan Po-ling, and 劉陳寶齡. "An evaluation of a school-based curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963018.

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Torres, Adriana. "SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/655.

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This study aimed to determine if the Department of Behavioral and Mental Health at a local school district is improving the academic outcomes of the students it provides services to. The purpose was to evaluate its effectiveness in order to improve and expand services. This is important since schools have become a primary setting to address the mental health needs of children and youth. The research design consisted of a quantitative, one-group pretest-posttest as students’ outcomes were assessed before and after treatment. The data was analyzed using a paired samples t-test. The findings from this study demonstrated no statistical significance in students’ grades and attendance, thereby demonstrating the need for further research on this topic.
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Argyro, Kokoretsi-Stavrinides. "School-based self-evaluation in Greece : A challenge for primary schools." Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523008.

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This thesis explores whether and to what extent a particular school self-evaluation (SSE) programme, aimed at school accountability and school improvement, can be accommodated into the Greek reality. The research employs an ethnographic case study in one primary school in Athens and involves collaborative action research (CAR) with an external collaborator for the programme initiation and implementation. The school was scrutinised by a number of methods such as participant observation and teachers' interviews. The pupils', parents' and teachers' questionnaires as well as focus groups used by CAR offered a valuable source of information, thus combining triangulation in data gathering. The research reveals that the SSE cannot give visible and direct outcomes in reference to school accountability and improvement purposes. Individual teachers' attempts cannot support the cyclical process of SSE - improvement - evaluation, which needs a co-operative and innovative culture. The individualistic and non innovative school culture seems to be the most influential factor. The study, however, indicates that the process of the SSE implementation can promote invisibly and indirectly the programme purposes. It can affect the participants and particularly the teachers, who seem to develop individual answerability and professional responsibility. This, in turn, can prepare the school for external accountability. Simultaneously, the process, 'by doing' and critical reflection, seems to act as a 'learning process' for teachers' personal and professional development. The process can reflect upon the teachers' classes and the school as an organisation, even the school culture, since new patterns seem to challenge the established ways and practices of school operation, including school values. External collaboration appears to be a powerful tool in the process. The researchercollaborator can undertake the role of the leader initiating the innovation as well as that of the manager inspiring commitment, developing the feeling of ownership and providing approaches and tools. Balancing power relationships within the school reveals as a particularly sensitive task for herlhim to accomplish. Such a complicated role raises questions about the persons who can undertake it; consultants from educational authorities or researchers from higher education and, perhaps, experienced teachers from other schools can be proposed. In any case, external collaborators should be trusted persons, equipped with appropriate knowledge and skills, clearly familiar with the school context and relieved from appraisal responsibilities. The external collaborator's responsibilities are expected to be delegated to the school. Thus, the role of the Head and teachers should be upgraded. This seems to have political implications while the need for teachers' and heads' professional development reveals as decisive. A prerequisite seems to be the establishment of a national policy, which will establish a framework for teachers' professional development and provide a kind of balanced autonomy to schools legitimating, thus, innovations. Within this context, SSE aimed at school accountability and improvement should be seen as a long-term project.
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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.

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Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.

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Shim, Minsuk. "Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31519.

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The primary purpose of this study is to compare the six models (cross-sectional, two-wave, and multiwave, with and without controls) and determine which of the models most appropriately estimates school effects. For a fair and adequate evaluation of school effects, this study considers the following requirements of an appropriate analytical model. First, a model should have controls for students' background characteristics. Without controlling for the initial differences of students, one may not analyze the between-school differences appropriately, as students are not randomly assigned to schools. Second, a model should explicitly address individual change and growth rather than status, because students' learning and growth is the primary goal of schooling. In other words, studies should be longitudinal rather than cross-sectional. Most researches, however, have employed cross-sectional models because empirical methods of measuring change have been considered inappropriate and invalid. This study argues that the discussions about measuring change have been unjustifiably restricted to the two-wave model. It supports the idea of a more recent longitudinal approach to the measurement of change. That is, one can estimate the individual growth more accurately using multiwave data. Third, a model should accommodate the hierarchical characteristics of school data because schooling is a multilevel process. This study employs an Hierarchical Linear Model (HLM) as a basic methodological tool to analyze the data. The subjects of the study were 648 elementary students in 26 schools. The scores on three subtests of Canadian Tests of Basic Skills (CTBS) were collected for this grade cohort across three years (grades 5, 6 and 7). The between-school differences were analyzed using the six models previously mentioned. Students' general cognitive ability (CCAT) and gender were employed as the controls for background characteristics. Schools differed significantly in their average levels of academic achievement at grade 7 across the three subtests of CTBS. Schools also differed significantly in their average rates of growth in mathematics and reading between grades 5 and 7. One interesting finding was that the bias of the unadjusted model against adjusted model for the multiwave design was not as large as that for the cross-sectional design. Because the multiwave model deals with student growth explicitly and growth can be reliably estimated for some subject areas, even without controls for student intake, this study concluded that the multiwave models are a better design to estimate school effects. This study also discusses some practical implications and makes suggestions for further studies of school effects.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Persico, Marilyn Anne Wybrandt. "An evaluation of a school based peer tutoring program /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11626288.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 90-91).
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Robertson, Mark. "An Evaluation of a School-Based Summer Literacy Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18719.

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The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.
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Books on the topic "School based evaluation"

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Wick, John W. School-Based Evaluation. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4221-9.

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Radnor, Hilary A. Evaluation: A training manual for school based evaluations. Oxford: Pergamon Press, 1990.

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School-based evaluation: A dialogue for school improvement. Oxford, OX, U.K: Pergamon, 1995.

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Nevo, David. School-based evaluation: A dialogue for school improvement. Oxford: Pergamon, 1995.

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Alberta. Alberta Education. Educational Information Exchange. School based student records package evaluation report. Edmonton: Alberta Education, Educational Information Exchange, 1991.

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May, Carolyn. Integrated learning systems: A school-based evaluation. Washington, D.C: Educational Resources Information Center, 1991.

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Albers, Mohrman Susan, and United States. Office of Educational Research and Improvement. Office of Reform Assistance and Dissemination., eds. Assessment of school-based management. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1996.

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Wohlstetter, Priscilla. Assessment of school-based management. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1996.

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Evaluation-based leadership: School administration in contemporary perspective. Albany, N.Y: State University of New York Press, 1986.

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School effectiveness and school-based management: A mechanism for development. London: Falmer Press, 1996.

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Book chapters on the topic "School based evaluation"

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Wick, John W. "An Overview and Some Foundations." In School-Based Evaluation, 1–14. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_1.

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Wick, John W. "Self-Report and Typical Performance Measures." In School-Based Evaluation, 239–59. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_10.

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Wick, John W. "The Evaluate-Your-Instruction Process." In School-Based Evaluation, 15–34. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_2.

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Wick, John W. "The Evaluation of Productivity, Quality, and Quality-with-Equity in Education." In School-Based Evaluation, 35–59. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_3.

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Wick, John W. "The Learning Event: A High School’s Math Program for the College Bound." In School-Based Evaluation, 61–90. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_4.

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Wick, John W. "The Learning Event: The Reading Comprehension Program in a K-8 Elementary School." In School-Based Evaluation, 91–124. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_5.

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Wick, John W. "An Objectives-Driven Example: Certain Language Arts Basic Skills." In School-Based Evaluation, 125–58. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_6.

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Wick, John W. "A Cross-Cutting, Interdisciplinary Learning Event: The Character Development of the Students in a K-12 District." In School-Based Evaluation, 159–82. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_7.

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Wick, John W. "Testing Issues Germane to Evaluating Your Instruction." In School-Based Evaluation, 183–202. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_8.

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Wick, John W. "Instructional Monitoring with Maximum Performance Tests." In School-Based Evaluation, 203–38. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_9.

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Conference papers on the topic "School based evaluation"

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Lu, Wei-Chih. "Demonstration of the Unique Characteristics in the Evaluation of Junior High School on School-Based Management." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.106.

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Rahman, Yurni. "Evaluation of School-Based Management (SBM) Implementation in Basic School Using Context, Input, Process, and Product Models." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.54.

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Zeid, Abe, Sagar Kamarthi, Claire Duggan, and Jessica Chin. "CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62187.

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School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.
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Diederichs, J. P. Frederik, Betina Weber, and Melanie Ganzhorn. "Experimental evaluation of ITST based school bus stop notifications for car drivers." In 2011 11th International Conference on ITS Telecommunications (ITST). IEEE, 2011. http://dx.doi.org/10.1109/itst.2011.6060080.

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Widianingsih, I., I. Purwaamijaya, and R. Masri. "Multi Criteria Evaluation for Vocational School Zone Based on Geographic Information System." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296309.

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Kim, Pagna, Linh PHAM, Piseth IM, Damon RUSDEN, and Minh VO. "6A.001 An evaluation of the school-based helmet program in Myanmar." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.148.

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Naway, Fory A., and Yuli Nur Indahsari. "The Evaluation of Adiwiyata Mandala-Based School Program in Public Junior High School SMP Negeri 4 Wonosari, Boalemo Regency." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.114.

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Reports on the topic "School based evaluation"

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Betts, Julia. Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1985.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Erulkar, Annabel, and Erica Chong. Evaluation of a savings and micro-credit program for vulnerable young women in Nairobi. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1010.

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Tap and Reposition Youth (TRY) was a four-year initiative undertaken by the Population Council and K-Rep Development Agency to reduce adolescents’ vulnerabilities to adverse social and reproductive health outcomes by improving livelihoods options. The project targeted out-of-school adolescent girls and young women aged 16–22 residing in low-income and slum areas of Nairobi. TRY used a modified group-based micro-finance model to extend integrated savings, credit, business support, and mentoring to out-of-school adolescents and young women. A longitudinal study of participants was conducted with a matched comparison group identified through cross-sectional community-based studies, undertaken at baseline and endline to enable an assessment of changes associated with the project. This report states that 326 participants and their controls were interviewed at baseline and 222 pairs were interviewed at endline. The results suggest that rigorous micro-finance models may be appropriate for a subset of girls, especially those who are older and less vulnerable. The impact on noneconomic indicators is less clear. Additional experimentation and adaptation is required to develop livelihoods models that acknowledge and respond to the particular situation of adolescent girls.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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