The personal belief in a just world and domain-specific beliefs about justice at school and in the family: A longitudinal study with adolescents

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents' development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14-19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one's family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on development during adolescence

Perceptions of Effectiveness of School Counselors with Former Graduates in a TRIO College Program

The context and variables that affect at-risk students are constantly changing. It is imperative that school counselors understand the risk factors for students and the cultural and social contexts the individual lives within. Working with at-risk students is even more challenging with the millennial generation. The culture in this generation promotes instant gratification as society has reinforced that all individuals will succeed. At-risk students in this generation can be in disbelief of even being at-risk and may assume that others will solve their problems. Federally funded TRIO programs have shown to a positive impact on at-risk student development. Although there has been sufficient evaluation and review of TRIO programs’ impact on disadvantaged college students, there is a lack of research of student evaluation of their high school counselors after they graduate. It is important to consider the high school counselor’s impact on postsecondary success. College students involved in TRIO completed surveys rating their high school counselor. School counselor rating scores were correlated with the number of school counselors in that school, r(20) = 0.45, p = .043. This study has implications for school counselors and emphasizes the importance of school counselor contact. This research is the first step in the evaluation of high school counselors from students even when they are no longer high school students

An evaluation of school consultation referrals

Thesis (M.S.)--Boston Universit

Evaluation of a project giving boarding school places to young people living in difficult situations: A summary of findings for young people

In November 2006 the government began a project in 10 local areas in England to see if boarding school might be a possible option for children and young people who could no longer stay all the time with their parents or carers or who were facing difficulties such as not attending school and not getting on with their families. The evaluation took place to find out more about: - The things that worked well about the project; - In what ways some young people could benefit from going to boarding school; - The things that could make the project work better. The evaluation also aimed to help the government decide whether to extend the project to other parts of England

Planning a Program Evaluation Worksheet

This is a worksheet designed to complement 'Planning a Program Evaluation', a guide on how to conduct a program evaluation. Educational levels: Primary elementary, Intermediate elementary, Middle school, High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional, Graduate or professional

Quality of Georgia's Pre-Kindergarten Program, 1997-98 School Year

During the 1996-97 and 1997-98 school years, the Council for School Performance and the Applied Research Center of Georgia State University conducted an evaluation of the lottery-funded Georgia Prekindergarten Program. Using data collected through classroom site visits and surveys of teachers in those classrooms, this evaluation compares the quality of classrooms from one year to the next, looks at the relationship between teachers' beliefs and classroom quality, and provides information about the Georgia Prekindergarten Program's teachers and their classrooms

IMPROVEMENT MANAGEMENT OF TEACHER RESOURCE AMONG VOCATIONAL HIGH SCHOOL BASED ON INTERNATIONAL STANDARD SCHOOL INVEST (INDONESIA VOCATIONAL EDUCATION STRENGTHENING) IN YOGYAKARTA

ABSTRACT This education research aimed to: (1) find an overview of resource about teacher’s resource improvement management in vocational high school based on international INVEST in Yogyakarta, (2) find the effectiveness for the implementation of quality improvement resource teacher program at vocational high school based on international standard INVEST in Yogyakarta and (3) to know the constraints that experienced by vocational high school based on international standard INVEST in Yogyakarta in the implementation of improvement quality for teacher’s resource program. This education is an evaluation study (Evaluation Research), which was done through a case study on two vocational schools in Yogyakarta; they are SMKN 2 Yogyakarta and SMKN 2 Depok Sleman. Data collection methods were done by observation, questionnaires and unstructured interviews. Analysis techniques of data were used to adjust the data’s type obtained, and quantitative data were analyzed by using the descriptive statistical techniques, while qualitative data were analyzed by qualitative descriptive analysis. These results indicate that outlines an overview of resource’s management to improve the teacher’s quality at vocational high school based on international standard INVEST includes the several stages/processes such as: crawl (recruitment), filtering (selection), the placement/assignment, assessment/ evaluation of teacher’s performance, and teachers career’s development. From the five stages of the process, there is one of the most dominant/prominent and effective enough to be implemented by the school teacher is a career development process. This process aims to improve the graduate teacher’s quality in order to obtain the appropriate competence. Problems were encountered in the recruitment and selection process, among others, totaly has done by the municipal government and district government, while the problems were encountered in the placement process, evaluation and career development is generally caused by lack of school’s budget, also the technical and non technical constraints. Keywords: Quality Management, Resource Teacher, Vocational High School Based On International Standard INVES

Beacons In Brief

This second issue in P/PV's In Brief series focuses on the San Francisco Beacon Initiative and P/PV's recently released evaluation results. The Beacon Initiative established after-school programs in eight public schools in low-income San Francisco neighborhoods. P/PVs 36-month evaluation examined key developmental and academic outcomes. Beacons In Brief summarizes our findings and discusses their implications in the context of larger questions about the after-school field