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Journal articles on the topic 'Education and state – Namibia – Evaluation'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Mabunda, Sikhumbuzo, Blake Angell, Rohina Joshi, and Andrea Durbach. "Evaluation of the alignment of policies and practices for state-sponsored educational initiatives for sustainable health workforce solutions in selected Southern African countries: a protocol, multimethods study." BMJ Open 11, no. 4 (April 2021): e046379. http://dx.doi.org/10.1136/bmjopen-2020-046379.

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IntroductionHealth systems across the world are facing challenges with shortages and maldistribution of skilled health professionals. Return-of-service (ROS) initiatives are government-funded strategies used to educate health professionals by contracting beneficiaries to undertake government work on a year-for-year basis after their qualification. It is envisaged that once they have served their contract, they will be attracted to serve in the same area or government establishment beyond the duration of their obligatory period. Little is known about the processes that led to the development and implementation of ROS policies. Furthermore, there is no systematic evaluation of the strategies that demonstrate their utility. This research aims to evaluate the ROS initiatives, explore their efficacy and sustainability in five Southern African countries.Methods and analysisThis study will be conducted in South Africa, Eswatini, Lesotho, Botswana and Namibia in a phased approach through a multimethods approach of policy reviews, quantitative and qualitative research. First, a review will be conducted to explore current ROS schemes. Second, a quantitative retrospective cohort study of ROS scheme recipients for the period 2000–2010 will be undertaken. Information will be sourced from multiple provincial or national information systems and/or databases. Third, we will conduct semistructured group or individual interviews with senior health, education, ROS managing agency managers (where appropriate) and finance managers and/policy makers in each country to determine managers’ perceptions, challenges and the costs and benefits of these schemes. Fourth, we will interview or conduct group discussions with health professional regulatory bodies to assess their willingness to collaborate with ROS initiative funders.Ethics and disseminationEthics approval for this study was obtained through the Human Research Ethics Committees of the University of New South Wales (HC200519), Australia; South Africa and Lesotho (065/2020); Eswatini (SHR302/2020); Namibia (SK001); and Botswana (HPDME 13/18/1). Relevant findings will be shared through presentations to participating governments, publications in peer-reviewed journals and presentations at relevant conferences.

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Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA." Journal of Education and Practice 1, no. 2 (October 4, 2017): 1. http://dx.doi.org/10.47941/jep.201.

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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

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Roos, Pieter. "The Current State of Music in South West Africa/Namibia: An Overview." International Journal of Music Education os-7, no. 1 (May 1986): 32–39. http://dx.doi.org/10.1177/025576148600700108.

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Lipumbu, Nangula. "Who Guards the Guard?" International Journal of African Higher Education 8, no. 1 (April 18, 2021): 71–90. http://dx.doi.org/10.6017/ijahe.v8i1.13365.

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Meta-evaluations by Quality Assurance Agencies (QAAs) aim to evaluate the quality of the evaluators of quality assurance. While such evaluations are the norm, especially in Europe, they are rare in Africa. A critical literaturereview was conducted to ascertain whether meta-evaluations were conducted in Namibia. The study estab- -lished that such evaluations have yet to be practiced in the country. Drawing on Clark’s model of the organisa- -tional analysis of higher education institutions and the higher education system as an analytical lens, and based on the African Standards and Guidelines for Quality Assurance and some cases of meta-evaluation byQAAs, we argue for the need to conduct such evaluations in Namibia. The article provides an overview of QAAs’ operations and functions, as well as the current external quality assurance system for higher education inNamibia and justifies the necessity of meta-evaluation in the Namibian context in order to enhance the capacity of QAAs and the quality of higher education institutions. Key words: Higher Education, meta-evaluation, Namibia, quality assurance, Quality Assurance Agencies

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Totemeyer, Andree-Jeanne. "SCHOOL LIBRARIES IN NAMIBIA INNOVATIONS, PROBLEMS AND CHALLENGES." Education Libraries 18, no. 2 (September 5, 2017): 6. http://dx.doi.org/10.26443/el.v18i2.65.

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This abstract focuses on the state of school libraries in Namibia, giving an overview of the effect of apartheid on education. Statistics show the uneven distribution of materials to schools. Present and future needs for both training and equipping of libraries are discussed.

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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

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Marchant, Gregory J., Kristine A. David, Deborah Rodgers, and Rachel L. German. "State Teacher Evaluation and Teacher Education." Teacher Educator 50, no. 2 (April 3, 2015): 89–108. http://dx.doi.org/10.1080/08878730.2015.1011943.

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Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.

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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.

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Snyder, Martin. "State of the Profession: Teaching Evaluation or Cyberstalking?" Academe 86, no. 4 (2000): 71. http://dx.doi.org/10.2307/40251908.

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Wainer, Howard, Paul W. Holland, Spencer Swinton, and Min Hwei Wang. "On “State Education Statistics”." Journal of Educational Statistics 10, no. 4 (December 1985): 293–325. http://dx.doi.org/10.3102/10769986010004293.

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In January 1984 and again in January 1985, then Secretary of Education Bell released the table “State Education Statistics.” These tables contained a variety of education indicators, among them average SAT or ACT scores for each state. In this paper we examine these scores to see if they can be used for state-by-state comparisons to aid in the evaluation of those educational policies that vary across states. We conclude that statistical adjustment to remove the bias introduced by inappropriate aggregation and self-selection of examinees is not sufficient to insure the validity of the kinds of inferences that are desired.

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Ananias, Janetta Agnes, Jabulani Calvin Makhubele, Miriam Winnie Hasheela, Ndanyakuwa Ilonga Hamuse Tiberia, Rachel Johanna Freeman, Prudence Mafa, Frans Koketso Matlakala, Beatrice Namoonga Chilwalo, Selelo Frank Rapholo, and Anesu Svinurai. "Views of Teachers and Hostel Matrons on the Landscape of Substance Abuse Amongst the Youth in the Northern Region of Namibia." Global Journal of Health Science 11, no. 5 (April 15, 2019): 133. http://dx.doi.org/10.5539/gjhs.v11n5p133.

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AIM: This research project aimed at exploring the views of secondary school teachers and hostel matrons on the landscape of substance abuse amongst the youth at a border town situated in the northern region of Namibia. METHOD: In this qualitative study, in-depth interviews were conducted with secondary school teachers and hostel matrons, selected by means of a purposive sampling method from five schools representing state schools and private schools. Ethical approval was obtained from the University of Namibia’s ethical approval committee, whilst permission to conduct the study was obtained from the Ministry of Education, Arts and Culture, Namibia.  Participation was voluntary and based on informed consent. FINDINGS: The themes identified in the study were amongst others; the types of substances used by the youth, the use of substances on school premises and easy access/availability of substances. CONCLUSION: The study concluded that substance abuse seems to be normalised in the community because of the excessive availability of alcohol in the community. The need for law enforcement and law reform as well as prevention programmes at all levels of society is highlighted.

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Piland, William E. "Evaluation of a State Compliance System for Community Colleges." Community College Review 14, no. 4 (April 1987): 11–18. http://dx.doi.org/10.1177/009155218701400403.

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MacLachlan, Ellen W., Katy Potter, Ndapewa Hamunime, Mark G. Shepard-Perry, James Uusiku, Ricky Simwanza, Laura J. Brandt, and Gabrielle O’Malley. "“We Are Now Free to Speak”: Qualitative Evaluation of an Education and Empowerment Training for HIV Patients in Namibia." PLOS ONE 11, no. 4 (April 7, 2016): e0153042. http://dx.doi.org/10.1371/journal.pone.0153042.

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Watson, Joan E., and Debra Herbener. "Programme evaluation in nursing education: the state of the art." Journal of Advanced Nursing 15, no. 3 (March 1990): 316–23. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01819.x.

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Stillman, P. L., H. S. Madigan, D. K. Thompson, D. B. Swanson, E. Julian, M. B. Regan, D. V. Nelson, and M. Philbin. "The Medical Education Evaluation Program of the state of Ohio." Academic Medicine 64, no. 8 (August 1989): 454–7. http://dx.doi.org/10.1097/00001888-198908000-00008.

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Gather Thurler, Monica J. "And if school self evaluation was already overcome? “state of art” of school evaluation in Switzerland." Studies in Educational Evaluation 16, no. 2 (January 1990): 349–70. http://dx.doi.org/10.1016/s0191-491x(05)80034-3.

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Furtwengler, Carol B. "State Actions for Personnel Evaluation." education policy analysis archives 3 (February 15, 1995): 4. http://dx.doi.org/10.14507/epaa.v3n4.1995.

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This article is an analysis four major policy issues associated with state actions for personnel evaluation from 1983 to 1992 and provides descriptive information about state policy actions taken during those years. Twenty states enacted their first requirements for performance evaluation, and states assumed new roles for program development, implementation, and staff development. Twenty-nine states passed legislation for performance pay programs, but only five programs remained viable by 1992. States generally avoided the issue of teacher tenure when enacting legislation for teacher evaluation. Thirty-eight states enacted 67 changes in legislation prescribing specific requirements for personnel evaluation. During the early part of the reform movement, state actions focused on accountability; toward the end of the reform movement states actions relinquished control and returned responsibility for evaluation to local school districts. Legislation varied across the states in the purpose for evaluation: improvement, continuing employment, and performance pay. The study found a positive relationship (0.48) between state control over personnel evaluation and state funding of education.

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Frechtling, Joy. "QUEST FOR QUALITY: AN EVALUATION OF THE CITY-STATE PARTNERSHIP IN BALTIMORE'S PUBLIC SCHOOLS: Background and Design of the Evaluation of the City-State Partnership." Journal of Education for Students Placed at Risk (JESPAR) 8, no. 1 (January 2003): 15–31. http://dx.doi.org/10.1207/s15327671espr0801_2.

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Alsmadi, Izzat. "The Automatic Evaluation of Website Metrics and State." International Journal of Web-Based Learning and Teaching Technologies 5, no. 4 (October 2010): 1–17. http://dx.doi.org/10.4018/jwltt.2010100101.

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This paper focuses on studying website structural and related metrics that can be used as indicators of the complexity of the website and predict maintainability requirements. The second goal of the study is to evaluate possible correlations between structural metrics and popularity (particularly in-links) metrics. Examples of some of the structural metrics evaluated in this paper include: size, complexity, and speed of page loading.While results showed that structural metrics are not good indicators of websites’ popularity, they may influence indirectly the popularity through their impact on the performance or the usability of those websites. A method is developed to evaluate the state of the website automatically and evaluate any change in that state. The study points to certain requirements that educational or higher institutes’ websites should have. Those websites should combine somewhat conflicting requirements of: high performance, particularly web page loading and speed of transaction, reliability; current, correct and up to-date information, navigability, visibility and popularity where website information should be visible internally and externally and should be easily indexed and searched for.

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Shimizu, Ikki, and Yasuhisa Fujii. "Evaluation of the Mental State of Elderly Diabetic Patients in Education." Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics 38, no. 3 (2001): 393–98. http://dx.doi.org/10.3143/geriatrics.38.393.

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Locke, Thomas P., Glenn M. Johnson, Kathryn Kirigin-Ramp, Jay D. Atwater, and Meg Gerrard. "An Evaluation of a Juvenile Education Program in a State Penitentiary." Evaluation Review 10, no. 3 (June 1986): 281–98. http://dx.doi.org/10.1177/0193841x8601000302.

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Lewallen, Lynne P., and Elizabeth R. Van Horn. "The State of the Science on Clinical Evaluation in Nursing Education." Nursing Education Perspectives 40, no. 1 (2019): 4–10. http://dx.doi.org/10.1097/01.nep.0000000000000376.

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Stenzel, Norman. "Use and abuse of power: Evaluation in a state education agency." Evaluation and Program Planning 14, no. 3 (January 1991): 181–87. http://dx.doi.org/10.1016/0149-7189(91)90054-k.

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Luukkonen, Terttu. "Research evaluation in Europe: state of the art." Research Evaluation 11, no. 2 (August 1, 2002): 81–84. http://dx.doi.org/10.3152/147154402781776871.

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Isaak, Paul. "Education and Religion in Secular Age from an African Perspective." Education Sciences 8, no. 4 (September 21, 2018): 155. http://dx.doi.org/10.3390/educsci8040155.

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In this article the author shall argue that before Namibian independence in 1990, Christianity was used by some as a weapon of breaking down, or as a tool of, colonialism, racism, and apartheid. In the name of a religious god unashamed acts of violence and wars were committed and resulted in genocide of 1904 to 1908. However, such brutalities did not conquer the African spirit of what is identified in this article as the Ubuntu (humaneness). Inspired by their sense of Ubuntu the Africans, in the face of German colonialism and the South African imposed Apartheid system, finally emerged victorious and accepted the model of religious pluralism, diversity, and the principle of African Ubuntu. We shall, furthermore, argue that the Namibian educational system and the Namibian Constitution, Articles 1 and 21, the Republic of Namibia is established as a secular state wherein all persons shall have the right to freedom to practise any religion and to manifest such practice. It means religious diversity and pluralism is a value, a cultural or religious or political ideology, which positively welcomes the encounter of religions. It is often characterized as an attitude of openness in a secular state towards different religions and interreligious dialogue and interfaith programs. As an example we shall focus on the subject of Religious and Moral Education where such religious diversity and pluralism are directly linked to political, social, and economic issues, as well as moral values.

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Starratt, Robert J. "Administrative Leadership in Policy Review and Evaluation." Educational Evaluation and Policy Analysis 10, no. 2 (June 1988): 141–50. http://dx.doi.org/10.3102/01623737010002141.

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The conventional paradigm of the policy process is that state or federal level legislators and agency heads set policy; agency bureaucrats write the guidelines and specifications; administrators at various levels down to the building level administrators implement the policy initiative; research specialists in program and policy implementation evaluation assess the effects of the policy and report back to those who set the policy. This paper argues that administrators at the state, district, or building level should review and evaluate policy, thereby joining their perspectives to and enriching the conversion between the policy setting and policy evaluating communities.

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White, Rachel S. "Who do state policy makers listen to? The case of teacher evaluation." Phi Delta Kappan 99, no. 8 (April 30, 2018): 13–18. http://dx.doi.org/10.1177/0031721718775671.

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As the Every Student Succeeds Act is returning authority over teacher evaluation policies back to the states, policy makers at the state level have the opportunity to revise their policies. But who will they listen to when it comes to potential reforms? The author surveyed education policy makers to determine to what degree teachers, education leaders, and the general public are likely to influence their decisions. Their responses revealed that policy makers value voices of constituents over those of the general public, that Democrats and Republicans respond differently to teacher preferences, that responses to individual teacher voices are different from responses to union voices, and that school leaders’ voices are valued by almost all policy makers.

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Mintz, Jessica A., and Angela M. Kelly. "Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State." Educational Policy 35, no. 1 (November 4, 2018): 3–40. http://dx.doi.org/10.1177/0895904818810520.

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This qualitative case study explored the teachers’ and administrators’ perceptions of a newly implemented teacher evaluation policy in a high-stakes testing state, and how this policy impacted their motivation. Five science teachers and their immediate supervisors were interviewed, and their perceptions were analyzed through motivational theories of incentivizing career behaviors. Findings suggest the overarching goal of improving teacher practice through accountability was facilitated by intrinsic motivation and challenged by weaknesses in policy design. These tensions could be mediated by localized control that improves stakeholder agency, peer learning communities, and the adoption of more reliable evaluation metrics. Implications for teacher buy-in of evaluation policy are discussed.

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Alnet, Petronela Merryl, and Bambang Suteng Sulasmono. "The Evaluation of Regrouping Program in State Elementary Schools." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (December 27, 2019): 117. http://dx.doi.org/10.32332/elementary.v5i2.1535.

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This study included a qualitative evaluative research evaluation model CIPP (Context, Input, Process, Product) developed by Daniel L Stufflebeam. Data Collection techniques used interviews, Observation and documentation.the result showed In aspect context program, regrouping is needed by school in an effort to imrove the quality of education. In aspect of input program, the planning of regrouping human resources, funds, facilities and the mechanism for implementing the regrouping program is fulfilled and running well. In aspect process, regrouping program of school, not fully implemented according to the objectives of the program. especially in the management of abandoned school buildings, there is a waste of buildings, the school and the Education Office need to be wise and creative in terms of the utilization of the school buildings that are left behind, so that the objectives regrouping of school rcan be fully implemented properly. And aspect product, the implementation regrouping program of the school is fully implemented well, has improved the quality of education in schools, increased student achievement, increased number of students, the use of education funds is more efficient and infrastructure is more effective in terms of use.

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Heyns, Chris F., Bonifatius A. Steenkamp, Jameson Chiswo, Golda A. Stellmacher, Hage E. A. Förtsch, and André Van der Merwe. "Evaluation of the visual prostate symptom score in a male population with great language diversity and limited education: A study from Namibia." South African Medical Journal 104, no. 5 (March 26, 2014): 353. http://dx.doi.org/10.7196/samj.7917.

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Waters, Gisele A. "Critical Evaluation for Education Reform." education policy analysis archives 6 (November 3, 1998): 20. http://dx.doi.org/10.14507/epaa.v6n20.1998.

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The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).

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Ярая, Татьяна, Tatyana Yaraya, Леся Рокотянская, and Lesya Rokotyanskaya. "Monitoring the State of Inclusive Higher Education." Standards and Monitoring in Education 6, no. 3 (July 5, 2018): 3–11. http://dx.doi.org/10.12737/article_5b290bb74417d5.74335662.

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The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.

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Akpe, C. S., and O. A. Afemikhe. "School self evaluation: An examination of the state of the art in Nigeria." Studies in Educational Evaluation 17, no. 1 (1991): 117–27. http://dx.doi.org/10.1016/s0191-491x(05)80112-9.

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Ross, Steven M., Allison Potter, Jangmi Paek, Dawn McKay, William Sanders, and James Ashton. "Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study." Journal of Education for Students Placed at Risk (JESPAR) 13, no. 1 (February 13, 2008): 26–58. http://dx.doi.org/10.1080/10824660701860391.

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Bello, Muhinat Bolanle, Dorcas Shola Daramola, Abdul Raheem Yusuf, and Ismail Otekwu Amali. "An Evaluation of Access to Universal Basic Education in Sokoto State, Nigeria." Asia Pacific Journal of Educators and Education 32 (2018): 61–72. http://dx.doi.org/10.21315/apjee2017.32.5.

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Chamberlain, Seth F. "81. The Federal Evaluation of the State Personal Responsibility Education Program (PREP)." Journal of Adolescent Health 52, no. 2 (February 2013): S60—S61. http://dx.doi.org/10.1016/j.jadohealth.2012.10.141.

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Setiawati, Esti, and Ika Ernawati. "The Evaluation of Students’ Prosocial Behavior On Primary Education Level." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 226–37. http://dx.doi.org/10.14421/al-bidayah.v11i2.205.

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This study aims to evaluate the prosocial behavior of elementary school level students, especially State Junior High School students in Bantul Regency. This research is evaluation research with a quantitative descriptive approach with the CIPP (Context, Input, Process, and Product) model. The research subjects were 131 students of Bantul Regency Public Middle School. Data collection through the questionnaire, interviews, observation, and documentation methods. The results of this study indicate that in general the prosocial behavior of students in Bantul Regency State Junior High Schools was included in the quite good category. The results of this study also showed that the strengthening of the prosocial behavior of state junior high school students in the Bantul Regency was good enough as outlined in the school development program planning document and school activity plan

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Close, Kevin, Audrey Amrein-Beardsley, and Clarin Collins. "Putting teachers evaluation systems on the map: An overview of state’s teacher evaluation systems post–Every Student Succeeds Act." education policy analysis archives 28 (April 13, 2020): 58. http://dx.doi.org/10.14507/epaa.28.5252.

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The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states’ teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states’ teacher evaluation systems post–ESSA, while also highlighting differences before and after ESSA. We found that states have decreased their use of growth or value-added models (VAMs) within their teacher evaluation systems. In addition, many states are offering more alternatives for measuring the relationships between student achievement and teacher effectiveness besides using test score growth. State teacher evaluation plans also contain more language supporting formative teacher feedback. States are also allowing districts to develop and implement more unique teacher evaluation systems, while acknowledging challenges with states’ being able to support varied systems, as well as incomparable data across schools and districts in effect.

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Thomas, K. Jackson. "Advanced Placement: Evaluation of a State Mandate." Nurse Educator 13, no. 4 (July 1988): 6. http://dx.doi.org/10.1097/00006223-198807000-00003.

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King, Kelley M., and Noelle A. Paufler. "Excavating theory in teacher evaluation: Implementing evaluation frameworks as Wengerian boundary objects." education policy analysis archives 28 (April 13, 2020): 57. http://dx.doi.org/10.14507/epaa.28.5020.

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The purpose of this paper is to begin to excavate the unstated theoretical underpinnings of teacher evaluation systems as they exist in policy and practice and to explicitly consider how these evaluation systems might intersect theoretically with social learning theory. Research suggests that organizational leaders believe growth-based evaluation practices have yet-untapped potential to support teacher learning within teacher communities. However, models of teacher evaluation, as defined in federal and state policy and developed and implemented in practice, rarely make explicit the theoretical and conceptual frameworks upon which they are based. Further, evaluation models do not explicitly intersect with the conceptual frameworks for such learning, e.g., communities of practice (CoPs) and social learning theory. Rather, the role of teacher evaluation in social learning within and across educational organizations remains under-theorized. We argue for research examining potential connections in theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems (understood as policy, models, and practices).

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Bleiberg, Joshua, and Erica Harbatkin. "Teacher Evaluation Reform: A Convergence of Federal and Local Forces." Educational Policy 34, no. 6 (October 8, 2018): 918–52. http://dx.doi.org/10.1177/0895904818802105.

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This article employs event history analysis to explore the factors that were associated with the rapid uptake of teacher evaluation reform. We investigate three hypotheses for this rapid adoption: (a) downward diffusion from the federal government through Race to the Top (RTTT), (b) upward diffusion from large school district policies, and (c) the influence of intermediary organizations. Although RTTT clearly played a role in state adoption, our analysis suggests that having a large district implement teacher evaluation reform is the most consistent predictor of state adoption. Intermediary organizations appeared to play a role in the process as well.

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Nielsen, Sarah R., and Alyson L. Lavigne. "Principal evaluation in the United States: A national review of state statutes and regulations." education policy analysis archives 28 (September 28, 2020): 143. http://dx.doi.org/10.14507/epaa.28.5097.

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The growing recognition of how much principals matter for student learning and how they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (50 states) to document the trends in and provide an illustration of the current situation of states’ principal evaluation policies and practices. Using literature-based themes, our analysis of state statutes and regulations revealed that a majority of states have policies requiring at least one literature-based element. Only four (8%) states had statutes and/or regulations regarding allelements of principal evaluation that have been noted in the literature. Student achievement measures were the most common component—required in 66% of states. In addition, most states required principal evaluators to be trained and principals to be evaluated annually. We propose that future research focuses on the validity and reliability of measures and models used for principal evaluation—two aspects rarely addressed in principal evaluation policies—to ensure principal performance is meeting the needs of students, teachers, and schools.

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Brooks, Roger A. "Blending two cultures: State legislative auditing and evaluation." New Directions for Evaluation 1996, no. 71 (June 1996): 15–28. http://dx.doi.org/10.1002/ev.1040.

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Ekuri, Emmanuel Etta. "An Evaluation of the Science Education Component of the Cross River State Science and Technical Education Project." Research in Education 88, no. 1 (November 2012): 99–101. http://dx.doi.org/10.7227/rie.88.1.9.

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Roach, Mary A., David A. Riley, Diane Adams, and David Edie. "Evaluation of a State Initiative to Improve Child Care Quality." Early Education & Development 16, no. 1 (January 2005): 69–84. http://dx.doi.org/10.1207/s15566935eed1601_5.

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Maj, S. P., and D. Veal. "State Model Diagrams as a Pedagogical Tool—An International Evaluation." IEEE Transactions on Education 50, no. 3 (August 2007): 204–7. http://dx.doi.org/10.1109/te.2007.900028.

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Tomasello, Nicole M., Mansoor Abul Fazl Kazi, Shraddha Prabhu, Steven J. Harvey, and Barbara Rittner. "Ready Set Parent: Evaluation of a Parenting Education Program in New York State." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 9 (2011): 1–14. http://dx.doi.org/10.18848/1833-1882/cgp/v05i09/51880.

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Wind, Dafna Beeri. "An Evaluation of the Quality of Service of the Israeli State Education System." Literacy Information and Computer Education Journal 7, no. 1 (March 1, 2016): 2222–29. http://dx.doi.org/10.20533/licej.2040.2589.2016.0294.

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Ukala, Chinyere Catherine. "Evaluation of Available Educational Resources for Early Childhood Education in Rivers State, Nigeria." Literacy Information and Computer Education Journal 8, no. 2 (June 30, 2017): 2584–91. http://dx.doi.org/10.20533/licej.2040.2589.2017.0342.

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Stoer-Scaggs, Linda. "Faculty Model and Evaluation Strategies in Higher Education: The Ohio State University EAP." Employee Assistance Quarterly 6, no. 1 (October 10, 1990): 67–73. http://dx.doi.org/10.1300/j022v06n01_06.

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