Journal articles: '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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Vanisri, C. "Quality Monitoring of School Education and Evaluation Platform Based on Big Data." Asian Journal of Computer Science and Technology 8, S1 (February 5, 2019): 46–49. http://dx.doi.org/10.51983/ajcst-2019.8.s1.1960.

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The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.

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Silva, Itamar Mendes da. "Self-evaluation and democratic management in school." Ensaio: Avaliação e Políticas Públicas em Educação 18, no. 66 (March 2010): 49–64. http://dx.doi.org/10.1590/s0104-40362010000100004.

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The purpose of this text is to discuss the Evaluation of Basic School and its interfaces with School Management, as well as the possible repercussions of this practice in decisions and actions in the institution quotidian. It presents the results of an investigation that focused on process of evaluation that count on the participation of fathers in four schools of Child Education and Initial Years of Fundamental Education in a medium sized city located in the metropolitan region of São Paulo. The analysis was concentrated in documents of evaluations carried out by the institutions themselves - secondary data. The study based conclusions that the process of evaluation in spot compounds the context of a Democratic Management in initial stage of construction, which expresses the contradictions between the proposals of the education system and the interests and needs of schools, but that constitutes an important piece for the promotion of a school where fathers/ mothers and school board search for a joining action.

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Sousa, Anabela Barros Pinto, and Manuela Terrasêca. "Processos de autoavaliação de escolas ou avaliação interna do sistema?" education policy analysis archives 23 (November 21, 2015): 115. http://dx.doi.org/10.14507/epaa.v23.2085.

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Evaluation, in the current context of education policy, is an instrument of regulation of action. In Portugal, public schools evaluation focuses on the dimensions of self-evaluation and external evaluation, the articulation of both being normatively imposed and also encouraged in various evaluation, benchmarking, and monitoring initiatives. Based on document analysis of background documents and reports of evaluation of schools initiatives, this article presents the various concepts of school self-evaluation in those documents and reflects on the "self" dimension of this self-evaluation in Portuguese public schools as an exercise of autonomy and accountability. Since 2002, the guidelines for self-evaluating schools are known. Although the administrations continue to say that it is not intended to induce the process, models and tools for evaluating schools, particularly the External Evaluation of Schools (EES), have been carrying a soft orientation / regulation, since they call for the school to produce a discourse built around the analysis of dimensions that they impose. This "new form of governance", assuming itself as a form of regulation of this action, can become a form of self-evaluation as a discourse, more or less standardized, which is a part of (self)-evaluationt of the system, rather than a process of construction of negotiated and shared references in school. We aim to characterize this self-evaluation, from the EES's conceptual framework analysis, and study the dimensions in which it is applied, as well as to clarify its place in the evolution of the EES model.

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.

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Kreisel, Katrin. "Evaluation of a computer-based nutrition education tool." Public Health Nutrition 7, no. 2 (April 2004): 271–77. http://dx.doi.org/10.1079/phn2003525.

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AbstractObjective:To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.Design:This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons.Setting/subjects:Pupils aged 8–11 years (n=271) from participating schools in Vienna, Austria.Results:Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (P<0.001). The significant effect was maintained at 3 months' follow-up. There was no detectable difference in nutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8–9 years) had better nutrition knowledge than older pupils (10–11 years) (P=0.011).Conclusion:This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that ‘healthy’ nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

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Chalkley, Anna E., Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely, and Lauren B. Sherar. "An Evaluation of the Implementation of a UK School-Based Running Program." Children 7, no. 10 (September 25, 2020): 151. http://dx.doi.org/10.3390/children7100151.

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The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

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Ryan, Katherine E., Merrill Chandler, and Maurice Samuels. "WHAT SHOULD SCHOOL-BASED EVALUATION LOOK LIKE?" Studies in Educational Evaluation 33, no. 3-4 (September 2007): 197–212. http://dx.doi.org/10.1016/j.stueduc.2007.07.001.

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Graham, Mary Virginia, Constance Rae Uphold, Darren J. Blakeslee, Richard Barry Gibbons, and Marilyn M. Barnes. "Program evaluation of a school-based clinic." Journal of Nursing Care Quality 7, no. 1 (October 1992): 70–79. http://dx.doi.org/10.1097/00001786-199210000-00012.

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Ran, Tao, Sajal K. Chattopadhyay, and Robert A. Hahn. "Economic Evaluation of School-Based Health Centers." American Journal of Preventive Medicine 51, no. 1 (July 2016): 129–38. http://dx.doi.org/10.1016/j.amepre.2016.01.017.

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Nabors, Laura, Emily A. Iobst, and Meghan E. McGrady. "Evaluation of School-Based Smoking Prevention Programs." Journal of School Health 77, no. 6 (August 2007): 331–33. http://dx.doi.org/10.1111/j.1746-1561.2007.00215.x.

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Kellor, Eileen M. "Catching up with the Vaughn express: Six years of standards-based teacher evaluation and performance pay." education policy analysis archives 13 (January 23, 2005): 7. http://dx.doi.org/10.14507/epaa.v13n7.2005.

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Traditional methods of paying and evaluating teachers in the United States are longstanding, but discussions about changing these systems to support teacher quality and student achievement goals are becoming more common. Efforts to make significant changes to these programs can be difficult and take many years to design, gain approval, and implement; thus, few examples of alternative teacher compensation and evaluation systems exist. Relieved from many of the restrictions and requirements associated with most traditional public school systems, charter schools often are better positioned to implement changes more quickly than a traditional school, yet their experiences can provide useful information for others who are engaging in similar activities. Thus, the experience of a large urban charter school that designed and implemented an innovative teacher compensation system and standards-based teacher evaluation system that has been in place for six years offers important lessons in designing, implementing, evaluating and refining these systems.

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Draper, CE, L. De Kock, AT Grimsrud, M. Rudolph, S. Nemutandani, T. Kolbe-Alexander, and EV Lambert. "Evaluation of a school-based physical activity intervention in Alexandra Township." South African Journal of Sports Medicine 22, no. 1 (March 30, 2010): 12. http://dx.doi.org/10.17159/2078-516x/2010/v22i1a320.

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Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering.

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Juang, Yih-Ruey, Tzu-Chien Liu, and Tak-Wai Chan. "Web-based performance support system for school-based curriculum development: SBCDSS." Computer Science and Information Systems 2, no. 2 (2005): 37–64. http://dx.doi.org/10.2298/csis0502037j.

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School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.

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Fendrich, M., ME Mackesy-Amiti, and M. Kruesi. "A Mass-Distributed CD-ROM for School-Based Suicide Prevention." Crisis 21, no. 3 (May 2000): 135–40. http://dx.doi.org/10.1027//0227-5910.21.3.135.

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Recent violent events in schools in the United States have underscored the need for an examination of efforts aimed at mass education of school professionals on issues related to violence prevention and crisis intervention. A CD-ROM (“Team Up to Save Lives: What Your School Should Know About Preventing Youth Suicide”) was mass mailed to schools throughout the United States in January 1997. We conducted an initial evaluation of this intervention in the Chicago area and found that the scope of the CD's impact was relatively narrow: Only 39% of all schools with informants that were contacted actually reviewed the CD-ROM and provided feedback for the evaluation. Insufficient time, computer equipment, and training were the major obstacles to CD-ROM use and to participation in the evaluation. Among those reviewing the CD-ROM, overall perceptions regarding its utility were extremely favorable. Multiple instances in which the CD had been used to address actual crisis situations were identified.

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly goodâ€ both in public and private vocational schools.

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Doud, James L. "Planning for school improvement: A curriculum model for school‐based evaluation." Peabody Journal of Education 70, no. 3 (March 1995): 175–87. http://dx.doi.org/10.1080/01619569509538842.

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Lakshmi, Josyula K., Radhika Shrivastav, Kiran Saluja, and Monika Arora. "Evaluation of a school-based tobacco control intervention in India." Health Education Journal 79, no. 7 (June 9, 2020): 775–87. http://dx.doi.org/10.1177/0017896920927452.

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Objective: To understand tobacco use patterns and the context, implementation and reception of a 2-year school-based behavioural intervention to promote awareness and support for tobacco control policies. Design: Qualitative exploration of participating students’, parents’ and teachers’ perspectives, experiences and observations related to tobacco use and the school-based intervention, as well as suggestions for the more effective prevention of tobacco use. Setting: 1,440 schools (720 intervention, 720 control) in two districts of Andhra Pradesh and five districts of Gujarat, India, participated in the study. Method: Forty-six focus group discussions were conducted with 94 teachers, 105 parents and 138 students in the intervention schools. Results: Evaluation findings signal the influence of the social, economic and cultural context on the initiation and perpetuation of tobacco use. Positive health beliefs, the economic importance of tobacco and cultural practices related to tobacco use were at variance with mounting evidence on the adverse outcomes of tobacco use. Health behaviour change related to tobacco use was observed in participating students, teachers and their families. However, the wider community was not as much influenced. Analysis of the intervention revealed various inputs and gaps in the implementation of the intervention associated with low impact on tobacco use in the community. Conclusion: School-based interventions can effect significant perceived health behaviour change among students and families. Health promotion interventions need to acknowledge, harness and address cultural norms, economic pressures and policy implementation with respect to the initiation and perpetuation of tobacco use health behaviours.

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Lewis, Kendra M., David L. DuBois, Peter Ji, Joseph Day, Naida Silverthorn, Niloofar Bavarian, Samuel Vuchinich, et al. "Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action." Evaluation & the Health Professions 40, no. 4 (November 30, 2016): 450–82. http://dx.doi.org/10.1177/0163278716673688.

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We describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social–emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas.

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Oh, Hyo-Jung, Choi, Sun-Young, and Bae, Eun-Kyoung. "Evaluation of Professional School Counseling System Based on CIPP Evaluation Model: Focused on school counseling." Korea Journal of Counseling 18, no. 4 (August 2017): 291–315. http://dx.doi.org/10.15703/kjc.18.4.201708.291.

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Ohnishi, Yoshihiro, Shogo Takechi, Teruyuki Tamai, Shinnosuke Mori, and Kazuo Kawada. "Evaluation for Task Achievement of Robotics Programming Based on Image Information." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 427–33. http://dx.doi.org/10.20965/jrm.2019.p0427.

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It is difficult to make an evaluation based solely on whether programming has been achieved. However, appropriate evaluation according to the achievement level leads to learners’ subjective programming learning, and to learning support that corresponds to individuals. Therefore, the quantitative evaluation of programming learning is as important as teaching and educational methods. Since programming education is being introduced to elementary and junior high schools, a programming evaluation method for this age is necessary. Therefore, this paper proposes a new concept of quantitatively evaluating the degree of achievement of tasks by programming. It assumes a unit in junior high school technology classes for learning measurement control, and uses teaching materials that have an autonomous cleaning robot as a theme. It is aimed at quantitatively evaluating the degree of accomplishment of a task by evaluating the extent to which the robot ran in a field, as seen in the room from a still picture taken multiple times.

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Uzuner, Yıldız. "An (Distinctive) Example of Strengtening a Validity: Self-evaluation of the School Based Action Research." Journal of Qualitative Research in Education 6, no. 1 (April 4, 2018): 1–21. http://dx.doi.org/10.14689/issn.2148-2624.1.6c1s12m.

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Schultes, Marie-Therese, Elisabeth Stefanek, Rens van de Schoot, Dagmar Strohmeier, and Christiane Spiel. "Measuring Implementation of a School-Based Violence Prevention Program." Zeitschrift für Psychologie 222, no. 1 (January 2014): 49–57. http://dx.doi.org/10.1027/2151-2604/a000165.

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When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.

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Mickel, Catherine F., Kathleen K. Shanovich, Michael D. Evans, and Daniel J. Jackson. "Evaluation of a School-Based Asthma Education Protocol." Journal of School Nursing 33, no. 3 (July 22, 2016): 189–97. http://dx.doi.org/10.1177/1059840516659912.

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School-based asthma education offers an opportunity to reach low-income children at risk for poor asthma control. Iggy and the Inhalers (Iggy) is an asthma education program that was implemented in a Midwest metropolitan school district. The purpose of this evaluation was to conduct a comprehensive program evaluation. Objectives included increasing children’s asthma-related knowledge and families’ awareness of asthma management, while cultivating collaboration between school nurses and asthma providers. A total of 173 students participated in Iggy education, with 147 completing both initial and 1-month posttests. Thirty-one parents and seven school nurses provided qualitative feedback. Iggy was well received by children, parents, and school nurses. Asthma knowledge increased significantly ( p < .001) between pretest and posttest, and this increase was retained at 1-month follow-up. This program evaluation suggests that our program had a significant, sustained impact on students’ asthma knowledge. It also supports the value of collaboration between asthma providers and school nurses.

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Mehra, Rashmi. "Change model for a school-based program to promote oral hygiene practices among Indian school children." International Journal Of Community Medicine And Public Health 8, no. 7 (June 25, 2021): 3662. http://dx.doi.org/10.18203/2394-6040.ijcmph20212629.

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The present paper addresses basic evaluation and procedural concepts that are involved in the process of implementing a school-based program to promote oral hygiene practices among Indian school children using the I-change intervention mapping model. Core components for effective intervention design and implementation are presented as part of a comprehensive model composed of six stages along with in depth discussion about sustaining each step under the I-change model providing with the imminent need for such a school based program in India. This model systematically addresses the design program, the production of said program called insta-brush. Special attention has been given to the planned program implementation delineating suggested sequence of implementation followed by comprehensive measurement of the impact of the program with proposed process and summative evaluation plans. Assessment tools and evaluation strategies are recommended and illustrated based on evaluations of interventions implemented in school based oral health programs worldwide.

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Purnomo, Purnomo. "The implementation of school-based lesson study at elementary school." Jurnal Prima Edukasia 5, no. 2 (July 31, 2017): 160. http://dx.doi.org/10.21831/jpe.v5i2.14284.

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This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1) the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2) school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3) The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.

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Esty, Warren W., and Anne R. Teppo. "Grade Assignment Based on Progressive Improvement." Mathematics Teacher 85, no. 8 (November 1992): 616–18. http://dx.doi.org/10.5951/mt.85.8.0616.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics states, “Evaluation is a tool for implementing the Standards and effecting change systematically” (1989, 189). Tests are one facet of evaluation, and we maintain that mathematics classes are strongly affected by the way in which test scores are used to generate final course grades. In the traditional secondary school mathematics class, current grading practices tend to drive instruction by putting constraints on specific course content and its organization. In turn, content and its organization affect testing and therefore grading. The interaction of these factors is an aspect of assessment that is not specifically discussed by the NCTM's evaluation standards. The purpose of this article is to examine the impact of grading on mathematics instruction and on the implementation of the curriculum and evaluations standards.

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Martišauskienė, Elvyda, and Snieguolė Vaičekauskienė. "Relationships at School: External Evaluation Angle." Pedagogika 121, no. 1 (April 22, 2016): 83–100. http://dx.doi.org/10.15823/p.2016.06.

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A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.

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Kutcher, S. "Evaluation of School Based Suicide Prevention Programs Effectiveness." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70398-0.

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Youth suicide is a significant public health issue that requires effective evidence based interventions. School based suicide prevention programs are popular in many jurisdictions and there is a perception that they are effective in reducing youth suicide rates. This presentation will apply a comprehensive evaluation framework to determine the effectiveness of school suicide prevention programs as described in the literature and will identify those conceptual and research issues that need to be addressed to develop and deliver effective school based suicide interventions.

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Santos, Ana Maria, José Antonio Cordón-García, and Raquel Gómez Díaz. "Evaluation of High School Websites Based on Users." Journal of Information Technology Research 12, no. 2 (April 2019): 72–90. http://dx.doi.org/10.4018/jitr.2019040105.

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This study has as an objective to evaluate four educational sites directed to High School through the implementation of an assessing EQEWS Model, based on Santos, Cordón García and Gomez Díaz (2017). The evaluating quality model is based on ten criteria, according to a Likert scale of 0 to 4. The results gave rise to a quality ranking with the averages of the two best and the two worst sites. These four sites were evaluated by two hundred users who answered a questionnaire applied through of agree, disagree and undefined scale. They evaluated the performance and degree of satisfaction while consulting the websites. The results showed that usability and navigation were the first and second criteria to be preferred by the users. A majority of the users were satisfied with the usability and the navigation but dissatisfied with the criteria of update and communication of the websites they evaluated.

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Yusoff, Mohd Azmi Mat, Jamil Ahmad, Azlin Norhaini Mansor, Rahayu Johari, Kamisah Othman, and Norlizah Che Hassan. "Evaluation of School Based Assessment Teacher Training Programme." Creative Education 07, no. 04 (2016): 627–38. http://dx.doi.org/10.4236/ce.2016.74065.

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Wentling, Tim L., and Chris A. Roegge. "Computer-Assisted, Outcomes-Based Evaluation for School Programs." Evaluation Review 15, no. 3 (June 1991): 378–91. http://dx.doi.org/10.1177/0193841x9101500305.

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Blischak, Doreen M., and Kimberly Ho. "School-Based Augmentative and Alternative Communication Evaluation Reports." Contemporary Issues in Communication Science and Disorders 27, Spring (March 2000): 70–81. http://dx.doi.org/10.1044/cicsd_27_s_70.

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Evans, Richard I., Bettye E. Raines, and Ann E. Owen. "Formative evaluation in school-based health promotion investigations." Preventive Medicine 18, no. 2 (March 1989): 229–34. http://dx.doi.org/10.1016/0091-7435(89)90070-4.

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Kaye, Amy J., Vanja Pejic, Molly Jordan, Kristine M. Dennery, and David R. DeMaso. "Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model." Children & Schools 42, no. 2 (April 2020): 79–87. http://dx.doi.org/10.1093/cs/cdaa005.

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Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.

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Nevo, David. "Combining internal and external evaluation: A case for school-based evaluation." Studies in Educational Evaluation 20, no. 1 (January 1994): 87–98. http://dx.doi.org/10.1016/s0191-491x(00)80007-3.

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Sucipto, Sucipto, Ervin Kusuma Dewi, Nalsa Cintya Resti, and Indyah Hartami Santi. "Improving The Performance of Alumni Achievement Assessment by Integrating Website-Based Tracer Study Information Systems and Telegram API." TEKNIK 41, no. 1 (May 4, 2020): 72–77. http://dx.doi.org/10.14710/teknik.v41i1.25307.

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It is the mission of Vocational High School (SMK) education in Indonesia to produce highly competitive and skilled graduates. One standard for evaluating the success of vocational education is assessing the achievements of alumni. The evaluation process can be carried out with programmed alumni tracking activities or commonly known as tracer studies. However, the implementations of tracer studies that have been carried out by vocational schools in Kediri are still using the manual method. These conditions make the school find many obstacles in the implementation of tracer studies. Some schools have used technology with e-mail applications but have financial constraints. This research aims to improve the performance of assessing the alumni achievement of Vocational Schools in Kediri by integrating the website-based tracer study information system with social media Telegram API. Usability testing that gave 4.83 of 5 scales has shown that the integration can improve the performance and benefits of an application compared to the application before integration

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James, O., O. Onigbogi, and I. Okoye. "Evaluation of a School-Based Cervical Cancer Vaccination Awareness Initiative." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 136s. http://dx.doi.org/10.1200/jgo.18.12400.

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Background and context: Cervical cancer is the second most commonly-diagnosed cancer among Nigerian women, even though it is one of the most highly-preventable cancers. Worldwide, this most populated country in Africa ranks 10th in terms of cervical cancer mortality and 7 of every 10 Nigerian women diagnosed with cervical cancer annually die annually. With about 47.72 million women aged 15 years and above who are at risk for cervical cancer and median age of first sexual intercourse being 16 years, there is a huge opportunity to prevent cervical cancer deaths through HPV vaccination. Unfortunately, Nigeria has been unable to access GAVI funding for implementation of country-wide HPV vaccination. Hence, most of the HPV vaccination has been by the private sector, NGOs/CSOs and through out-of pocket payments. In spite of this, uptake of HPV vaccines have been reported to be as low as 8% in some studies. Aim: To determine the barriers to uptake of HPV vaccination among mothers of school-age children and opportunities to increase the uptake from the perspective of mothers. Strategy/Tactics: Use qualitative and quantitative methods to gather relevant information about HPV vaccination uptake from all stakeholders including school heads, teachers, school nurses, mothers/guardians and school associations. Program/Policy process: Through funds provided by the American Cancer Society (ACS) and GlaxoSmithkline, Nigeria, we had a one-day HPV vaccination awareness program targeted at school heads, distributed HPV vaccination consent forms, followed-up with awareness in school PTA meetings, gathered data through questionnaires, FGD and KII after a year to determine project effectiveness. Outcomes: Increased understanding of motivators and demotivating factors of HPV vaccination uptake among mothers of school-aged children, increased understanding of strategies to increase uptake and identification of allies in HPV vaccination advocacy. What was learned: 1. There is a need for consistent, “360 campaign” about HPV vaccination as an effective strategy for prevention of cervical cancer targeted at mothers. 2. Since government at federal and state level is unable to access GAVI funding for HPV vaccination, they do have a role to play in validating the effectiveness and safety of HPV vaccines, as well as the efforts of CSOs and NGOs to encourage parents to consent to HPV vaccination for their children. 3. Working in partnership with school associations could be an effective strategy to increasing HPV vaccination uptake among school-aged children. 4. Female teachers are viable advocates for increasing HPV vaccination uptake in schools, if their knowledge is increased and advocacy tools are provided. 5. There is a possibility that reluctance by the government to incorporate awareness of HPV vaccination into its cervical cancer prevention programs is due to its inability to meet the anticipated demand for free HPV vaccination.

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Widayoko, Agus, Supriyono Koes H, and Muhardjito Muhardjito. "ANALISIS PROGRAM IMPLEMENTASI GERAKAN LITERASI SEKOLAH (GLS) DENGAN PENDEKATAN GOAL-BASED EVALUATION." Jurnal Tatsqif 16, no. 1 (July 9, 2018): 78–92. http://dx.doi.org/10.20414/jtq.v16i1.134.

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Literacy skills are one of the basic skills of the 21st century. These skills become the basis of other skills, such as the ability to understand information analytically, critically, and reflectively. The School Literacy Movement (GLS) is one of the government's efforts to improve students' literacy skills. One of the programs is reading habituation 15 minutes before learning. The purpose of this research is to know the implementation of GLS program in schools, obstacles, and feedback related to improvement of GLS program implementation. This research uses evaluation method of Goal-Based Evaluation in analyzing GLS program. Respondents from this study are all school communities consisting of principals, teachers, employees, and students all over Indonesia who are willing to fill in google-form which contains questionnaires related to the implementation of GLS. The results of the evaluation indicate that 81.6% said that the GLS program has been implemented in the respondent's school, the reading habituation of 15 minutes in the school is in accordance with the national objectives, and 100% of respondents suggested that this activity should be continued with various inputs.

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Cohen-Azaria, Yael, and Sara Zamir. "School principals’ perceptions and requirements of school evaluators." Quality Assurance in Education 26, no. 4 (October 8, 2018): 489–501. http://dx.doi.org/10.1108/qae-01-2018-0006.

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Purpose The purpose of this paper is to examine the perceptions of school principals of the evaluator’s role and to learn about their requirements of school evaluators. Design/methodology/approach The current study is based on the qualitative paradigm of data collection and analysis. This paradigm provides a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings Findings indicated that principals had regarded the role of the school evaluator mainly as that of an expert, a managerial partner and an implementer of school evaluation culture. Research limitations/implications The interviewers were the teachers who had been trained for the school evaluator’s position. Practical implications The “school evaluator” and the principals bear the complex task of evaluation on their shoulders, and their success in fulfilling it depends on their insights about how to delineate and implement the evaluator’s role. The paper outlines some crucial benchmarks for resolving the issue of role definitions between them. Social implications As a relatively new profession, derived from other professions and research areas, evaluation has no solid, historical occupational legacy in schools. This paper broadens the merit of school evaluator as the facilitator of quality assurance. Originality/value The increased responsibility placed on schools, the demand of accountability as well as transparency, have obliged the schools to broaden and deepen the internal evaluation activities. This paper reveals the essence of school evaluator’s role and suggests some key points for his/her valuable work.

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Hua, Xiaoyu. "Construction Quality Evaluation of Teacher Development Schools Based on Improved Artificial Neural Network." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (April 23, 2021): 205. http://dx.doi.org/10.3991/ijet.v16i08.22129.

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There are many problems with the convention teacher education model, such as the short internship time during pre-job training, and the limited experience, pertinence, and effectiveness of on-the-job training. Fortunately, the teacher development school mechanism provides a viable solution to these problems. Therefore, the construction quality of such schools is of great significance to the teaching level and professional development of school teachers, as well as the overall development of students. As a result, this paper proposes a method to evaluate the construction quality of teacher development schools based on an improved artificial neural network. Firstly, an evaluation index system was established for the construction quality of teacher development schools, which consists of 5 core evaluation indices, and the periodical scoring criteria were detailed. Then, the feasibility of the proposed evaluation index system was verified through reliability, validity, and difference analyses. Finally, a combined neural network was constructed to evaluate the construction quality of teacher development schools. The experimental results show that our model can effectively predict the construction quality of teacher development schools, providing a reference for project quality evaluation in other fields.

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Journal articles on the topic 'School based evaluation'

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