School Program Evaluation Research Articles

Understanding and Addressing the Needs of Students in Special Education Through a Trauma-Informed Resilience Curriculum.

This school program evaluation aims to highlight the mental health needs of students in special education with behavioral and emotional challenges and describe the implementation of a resilience curriculum with this population. We evaluated district mental health data from a convenience sample of 814 students in grades 5-12 special education to identify risk for mental health symptoms, violence exposure, and substance use. School social workers provided feedback on the implementation of the resilience curriculum to inform program evaluation. Students reported significant risk for traumatic stress, anxiety, and depressive symptoms, and high rates of violence exposure and substance use. School social workers described adaptations to the resilience curriculum and gave recommendations for future implementation. Students receiving special education services for behavioral and emotional challenges had high mental health need, including high rates of violence exposure, and may benefit from a trauma-informed school-based resilience curriculum adapted for their needs.

School Based Management: A Strategy to Improve the Quality of Education

Schools have their own challenges and problems that have an impact on differences in the quality of educational goals achieved. This article aims to analyze and describe School-Based Management (SBM) as a school quality improvement concept. This article uses a literature review approach. The SBM concept offers schools autonomy to provide flexibility to schools in the context of equal distribution of education, manage all school resources, make and determine school policies, create independence, increase community participation, develop schools according to the demands and needs of the local community. so that educational goals can be achieved. School responsibilities in implementing SBM as a school quality improvement concept include; teaching and learning process, planning and evaluation of school programs, curriculum management, education and education personnel, school facilities and infrastructure, financing, student services, school relations with the community, and school climate. The principles of SBM implementation are the principles of openness, independence, fairness, partnership, accountability, participatory, democratic, efficiency and quality-oriented. Therefore, education managers must be able to make SBM as a concept to improve the quality of education based on the circumstances, needs and demands of the school environment.

PERAN GURU DALAM MENGATASI KENAKALAN SISWA SDN 83 PEKANBARU

Student delinquency is the behavior or actions of students that can cause problems, harm themselves or others, and violate moral values and social values. This study aims to determine (1) the teacher's role in dealing with student delinquency at SDN 83 Pekanbaru. This type of research is descriptive qualitative research. This research was conducted at SDN 83 Pekanbaru. The object of this research is student delinquency. The data collected are interview transcripts, observation sheets, and documentation. The data analysis technique uses the Miles and Huberman models, namely data collection, data presentation, data reduction, and drawing conclusions. Checking the validity of the data was carried out using the source triangulation technique. The results showed that (1) the forms of delinquency carried out by students were bullying, fighting and smoking. The role of the teacher in dealing with existing delinquency, namely the teacher's role in educating, training, guiding and dealing with student delinquency is (a) giving reprimands and advice, (b) giving punishment, and (c) making a student agreement. This effort was made to provide a deterrent effect so that he would not repeat his mischief again. Preventing student behavior in the form of delinquency requires an evaluation of school programs as well as collaborative efforts between the school and family.

URGENSI PERANAN KEPALA SEKOLAH DAN GURU KELAS UNTUK PELAKSANAAN MANAJEMEN BERBASIS SEKOLAH (MBS)

School-Based Management is an autonomous program that provides freedom for school management for residents within the school scope. Improving the quality of schools is the main goal of School Based Management or SBM. However, the success of implementing the mbs INI is influenced by all elements involved in implementing activities at school. The two most influential elements in every activity in the school are the principal and the class teacher in particular. For this reason, this research aims to find out how urgent the role of school principals and class teachers is in the successful implementation of School Based Management (SBM) in elementary schools. This research method is a qualitative research. Data collection techniques used are observation, interviews, and literature review. The data analysis technique used by the researcher is an interactive analysis technique. The results of this research show that the urgency of the role of the principal and class teacher is crucial to the success of SBM implementation. This is because the principal and class teacher play a very broad role in the implementation of all activities within the school. For this reason, good cooperation is needed between school principals and class teachers, as well as collaboration between these two elements and other elements within the school environment such as education staff and students at school. In addition to cooperation, order, discipline, two-way communication, evaluation of school programs, and competency development of teachers and students are also needed to support the successful implementation of SBM.

Implementation of school based management in christian religion high school Kupang

This study aims to analyze the implementation of school-based management in the Christian Religion High School (CRHS) Kupang. The method used in this research is a qualitative method with a descriptive approach. The subjects in this study amounted to 3 (three) people consisting of the principal, vice principal and school committee. Data collection techniques used are interviews and documentation. The data analysis technique used is Analysis Interactive which is divided into four parts, namely data collection, data condensation, data presentation and conclusion. The results of the study show that the implementation of school-based management at CRHS Kupang has been carried out in almost all areas of school-based management which are the indicators in this study. CRHS Kupang has carried out school program planning, implemented the learning process, conducted curriculum management, managed personnel, managed facilities, implemented financial management, implemented student services, built good relations with the community, and carried out a good evaluation of school programs. CRHS Kupang still needs to pay attention to managing the school climate.

Data-Based Planning Transformation in Monitoring and Evaluation of School Programs: Towards Improving the Quality of Education

Compared with other countries, education in Indonesia is still relatively low. This is caused by the lack of use of data in planning, monitoring and evaluating school programs. Planning without data is often ineffective and does not achieve the expected goals. This research aims to analyze the transformation of data-based planning in monitoring and evaluating school programs to improve the quality of education. This research uses a qualitative descriptive method with a literature study approach. Data was collected through reviewing literature, such as scientific journals, scientific articles and relevant books. The research results show that the transformation of data-based planning in monitoring and evaluating school programs can improve the quality of education. This can be achieved by: 1) Utilizing data to assist in decision making. 2) Measure program progress periodically. 3) Identify areas that need improvement. 4) Increase school accountability. 5) Improve student learning outcomes. This research makes a significant contribution to the field of education, especially in terms of planning, monitoring and evaluating school programs. The results of this research can be used by schools to improve the quality of education through effective use of data

Principal Professionalism in Improving the Quality of Education in Senior High School

This research aims to analyze and describe the professionalism of school principals in improving the quality of education based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 40 of 2021. The research method is a qualitative case study approach. Data collection techniques with interviews, observation, and documentation. Data processing techniques with reduction, data presentation, and concluding. Data validity technique with source and technique triangulation. Based on the research conducted, the following research results were obtained: aspects of learning development, the principal of Hang Tuah 1 Senior High School Surabaya conducts an annual performance evaluation and competency improvement program for teachers and education staff. In terms of school culture, the principal of Hang Tuah 1 Senior High School Surabaya develops a vision and mission, creates a safe, disciplined school environment, works according to duties, and collaborates. In terms of improving the quality of learning processes and outcomes, the principal of Hang Tuah 1 Senior High School Surabaya conducts coaching, training, supervision, file examination, and evaluation of school programs. In terms of entrepreneurship development, the principal of Hang Tuah 1 Senior High School Surabaya opened a hotel school. In terms of assessing the performance of teachers and education staff, the principal of Hang Tuah 1 Senior High School Surabaya formed a performance appraisal team. In the aspect of teacher guidance and coaching, the principal of Hang Tuah 1 Senior High School Surabaya provided mentoring and teacher competency training.

Manajemen Strategik Gerakan Sekolah Menyenangkan Dalam Mewujudkan Profil Pelajar Pancasila

Research Objectives :(1) To find out the strategic management planning of the fun school movement in realizing the Pancasila student profile; (2) To find out the strategic management process of the fun school movement in realizing the Pancasila Student profile; (3) To compile a strategic management evaluation of the fun school movement in realizing the Pancasila Student profile. The method used is descriptive, data obtained through interviews, document study and observation. The results of the study show that the strategic management of the fun school movement in realizing the Pancasila student profile is carried out in three stages, namely: planning, implementation and evaluation. Strategic management planning is carried out superiorly by identifying opportunities and threats from outside as well as strengths and weaknesses from within the school or analyzing the external and internal environment, determining the GSM strategy; Explanation of the vision, mission and objectives that have been implemented as well as identification of short, medium and long term plans. Implementation is carried out by determining academic planning in schools including compiling and implementing programs, compiling budgets, motivating educators and education staff, allocating human resources so that the strategies that have been implemented can be implemented and developing a school culture that supports the fun school movement strategy in realizing student profiles pancasila. Management evaluation is carried out in three ways, namely direct evaluation of school programs or activities, evaluation of the academic field and evaluation meetings.

Efektifitas Peran Humas Dalam Program Sekolah

This study aims to describe the role of school public relations in the implementation of education at SMP IT Ar-Raihan Bandar Lampung which is related to: 1) The role of school public relations in planning school programs, 2) the role of school public relations in implementing school programs, 3) the role of school public relations. in the activities of supervising school programs, 4) the role of school public relations in evaluating school programs, 5) forms of community support in the implementation of education. The method in this study uses a descriptive qualitative approach. Informants in this study were principals, public relations, educators. Data collection techniques in this study using interview and documentation techniques, test the validity of the data using triangulation, namely triangulation of sources and data. The results of this study indicate that: In the activities of planning school programs at SMP IT Ar-Raihan, public relations contribute to providing proposals for a program that will be run. In school program implementation activities, public relations contribute to promoting school programs through social media such as Whatsapp, Instagram, Facebook, and websites. Then in the activities of supervising school programs, public relations contribute to overseeing the programs being run to find out whether the program is running or not. For school program evaluation activities can be carried out by public relations by evaluating old programs, analyzing new programs, and fixing programs. In line with that, the form of support from the parents of students to SMP IT Ar-Raihan is in the form of procurement of fees.

Workshop on Designing Program Evaluations for Principals of SMK Kaur Regency

The purpose of this PPM is to 1) increase the knowledge of the head of SMK about the concept of school program evaluation design, 2) improve the ability of the principal in preparing the evaluation design of the school program. The training method (workshop) is carried out in three stages. The first stage provides material on program evaluation concepts, program evaluation models, and program evaluation designs. the second stage is the practice of preparing program evaluation instruments, the third stage is the practice of designing program evaluation designs. The data was collected using performance tests and the data were analyzed using the percentage technique. The results of community service principals have the knowledge and skills to develop program evaluation designs properly. This means that there is an increase in the ability of school principals in preparing program evaluation designs

Evaluasi Program Sekolah Rohani Islam dalam Pembinaan Akhlak di SMA Plus Negeri 17 Palembang

This study aims to determine the planning, implementation and evaluation of school programs in Islamic spirituality at SMA plus Negeri 17 Palembang. This research is motivated by school programs related to Islamic Education in implementing the results of the school program, because the school program hopes to shape Islamic character / character. So the success of a school, especially high school plus 17 Palembang state is determined by the success of the program. Research methods: this study uses qualitative methods that contain: (1) Research patterns / types (2) Research locations (3) Researchers presence (4) Data collection procedures (5) Data analysis techniques (6) Checking the validity of the data. The type of research used is a case study, which is one of the strategies and methods of qualitative data analysis that emphasizes specific cases that occur on the object of analysis. Research results: evaluation of school programs in the Islamic spirit in this research can be done through planning, implementing and evaluating. School program planning is determined by the school through a number of work procedures for school principals and vice-principals of the students who compile development programs, such as: 5S (smiles, greetings, greetings, courtesy and courtesy), BTA (Read Al Qur'an) and Islamic Art. The implementation of the school program process by taking into account its steps through its work programs and evaluations by verifying the existence of moral values instilled in school program activities. 5S moral values are not indivisualism, polite, BTA moral values is to be fluent in reading the Qur'an, hafidz and hafidzoh; and the moral values that are implanted can produce the soul of Islamic art.

Media Literacy Education Program Evaluators: What’s the Job Description, Again?

School program evaluation researchers confront overlapping questions concerning our roles in the field. In the quest for “good” data and “The Truth,” am I a shrewd researcher before all else? In the interest of establishing respectful, reciprocal relationships with my school partners, am I first a gracious school guest, prepared to sacrifice research integrity for the sake of goodwill? Or, for the sake of students, am I foremost an advocate for the intervention, pressing an agenda I firmly believe in? As an ingénue who recently turned toward the field of media literacy education (MLE), which had long attracted me but did not square with my “Associate Professor of Psychology” title or graduate training, I grapple with these questions.

Liturgical Spiritual Formation Across the Generations

Click to increase image sizeClick to decrease image size Notes Gabriel Moran, Showing How: The Act of Teaching (Valley Forge, PA: Trinity Press International, 1997), 37. Presbyterian Church (U.S.A.), Office of Spiritual Formation, Louisville, KY. Available at http://www.pcusa.org/spiritualformation/whatis.pdf. For resources for spiritual formation see Peter Feldmeier, The Developing Christian: Spiritual Growth through the Life Cycle (New York: Paulist Press, 1989); David F. White, Practicing Discernment with Youth: A Transformative Youth Ministry Approach (Cleveland, OH: Pilgrim Press, 2005); Gordon W. Lathrop, The Pastor: A Spirituality (Minneapolis: Fortress Press, 2006); Patricia Hendricks, Hungry Souls, Holy Companions: Mentoring a New Generation of Christians (Harrisburg, PA: Morehouse Publishing, 2006); Jim Wilhoit, Spiritual Formation As If the Church Mattered: Growing in Christ Through Community (Grand Rapids, MI: Baker Academic, 2008); Sarah Arthur, The God-Hungry Imagination: The Art of Storytelling for Postmodern Youth Ministry (Nashville, TN: Upper Room Press, 2007); Kenda Creasy Dean and Ron Foster, The Godbearing Life: Soul Tending for Youth Ministry (Nashville, TN: Upper Room Press, 1998). See also the Companions in Christ series from Upper Room Press; Michael J. Anthony, ed., Perspectives on Children's Spiritual Formation: Four Views (Nashville, TN: Broadman & Holman Publishers Academic, 2006); Catherine Stonehouse, Joining Children on the Spiritual Journey: Nurturing the Life of Faith (Grand Rapids, MI: Baker Books, 1998); Mike King, Presence-Centered Youth Ministry: Guiding Students into Spiritual Formation (Downer's Grove, IL: IVP Books, 2006); Robert Keeley, Helping Our Children Grow Spiritually: How Churches Can Nurture Spiritual Development for Kids (Grand Rapids, MI: Baker Books, 2008); Linda Graybeal and Julia L. Roller, Connecting with God: A Spiritual Formation Guide, a Renovaré resource (San Francisco: Harper SanFrancisco, 2006). See also other Renovaré resources published under the direction of Richard Foster by Harper Collins. Marva J. Dawn, A Royal “Waste of Time”: The Splendor of Worshiping God and Being the Church for the World (Grand Rapids, MI: Eerdmans, 1999), 13. Carolyn C. Brown, You Can Preach to the Kids, Too!: Designing Sermons for Adults and Children (Nashville, TN: Abingdon, 1997). Moran, 51. See Eliot Eisner, “The Three Curricula All Schools Teach,” The Educational Imagination: On the Design and Evaluation of School Programs, 3rd ed. (New York: Macmillan College Publishing, 1994). David Elkind, Children and Adolescents: Interpretive Essays on Jean Piaget (New York: Oxford University Press, 1970), 99. Moran, 42. Barbara K. Given, Teaching to the Brain's Natural Learning Systems (Alexandria, VA: Association for Supervision and Curriculum Development, 2002). Given, 5. Daniel Goleman, Emotional Intelligence: Why It Can Matter More than IQ (New York: Bantam Books, 1995). Quoted in Given, 15. Given, 37. Given, 58. Given, 48. See Marianne H. Micks, The Future Present: The Phenomenon of Christian Worship (New York: Seabury, 1970); Donald Saliers, Worship as Theology: Foretaste of Glory Divine (Nashville, TN: Abingdon, 1994). Given, 84. Given, 79. Given, 61. Given, 82. Given, 86. Given, 107. Given, 108–9. Given, 10. In an intriguing exploration of neuroscience and Christian theology, Carol Rausch Albright and James B. Ashbrook make the claim that the very shape of human creaturehood, as understood through neuroscientific discoveries, reflects the nature of God. See Carol Rausch Albright and James B. Ashbrook, Where God Lives in the Human Brain (Naperville, IL: Sourcebooks, 2001). Given, 106, quoting David Perkins, Outsmarting IQ: The Emerging Science of Learnable Intelligence (New York: Free Press, 1995), 117.

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

Managerial issues associated with program evaluation in schools of nursing.

Managerial issues associated with program evaluation in schools of nursing.

NCTM Curriculum and Evaluation Standards for School Mathematics: Responses from the Research Community

In 1986 the NCTM Commission on Standards for School Mathematics was created and charged with the development of a set of standards concerning the mathematical content and instructional conditions that should be associated with a high-quality mathematics program as well as a set of standards for the evaluation of school programs and the assessment of students' mathematical learning. In October 1987 a working draft of the NCTM Curriculum and Evaluation Standards for School Mathematics was released, and feedback was sought from all segments of the mathematics education community. The draft version was circulated widely and discussed extensively at NCTM meetings held du ring 1987–88. The final version of the Standards will be prepared during the summer of 1988 and released in the fall.

The Jury Is in: Use of a Modified Legal Model for School Program Evaluation

The Judicial Evaluation Model or the Adversary Model of Evaluation has been used in a number of educational settings. This article examines the use by a local education agency of a modified judiciary model: the Advocacy-Judiciary Model. The model was used to investigate programs specifically directed toward the academic needs of the gifted and talented student population. This article presents the development of the model as well as the results of using the model in a local school setting.

A synoptic framework for school program evaluation

A broad-based conceptual schema, termed the Synoptic Evaluation Framework (SEF), is discussed in relation to providing school program evaluation services. Derived from evaluation theory and practice, the SEF allows for the design and conduct of a range of program evaluation studies within the school context. Moreover, the SEF has been used as a basis for training doctoral school psychology students in program evaluation. The SEF consists of the three constituent dimensions: (a) Evaluation Unit, (b) Evaluation Purpose, and (c) Evaluation Service. An understanding of the interactions among these dimensions enables an evaluator to identify the specific programmatic concerns of a decision maker and to design and conduct a responsive evaluation.

Responsive evaluation: A personal reaction

In examining the Responsive Model, a design for program evaluation, I have approached it, not from the point of view of the evaluation theorist, which I am not, but from the point of view of a faculty member in a health sciences institution who has some responsibility for the evaluation of school programs. My comments and reactions are based not only on Dr. Stake's presentation here, but upon other published and unpublished materials of his. My summary of responsive and pre-ordinate evaluation designs which follow are drawn freely from his work.