was on the internal evaluation staff of the Southeast Alternatives project at Marshall-University High School in Minneapolis, Minn., when he wrote this article.The model described in this article was used in a staff evaluation of the administrative team of
Marshall-University High School in Minneapolis,Minn. The writer says the evaluation, which was received enthusiastically, suggested changes in administrative performance. A sample evaluation instrument is appended.A principal is responsible for his school's programs, it is true, but his effectiveness is inextricably bound to, and influenced by, the effectiveness of his assistant principals. The evaluation model proposed in this article, therefore, is a scheme for the evaluation of the principal and his assistants as an administrative team.
Formative and Summative EvaluationsThe model is predicated on two defensible premises: 1) The evaluation of any school principal and/or administrative team is of most value to those being evaluated when it is formative rather than summative in design.
This study investigated 3 strategies for performing operations on rational numbers in ninth-grade general mathematics. Performed at 2 Minneapolis area schools using samples of 48 and 53 students, operations on rational numbers were taught by (a) the conventional algorithmic approach, (b) the conventional algorithmic approach with calculators, and (c) an alternative algorithm approach through which students changed each fractional operand to a decimal on the calculator. The major variable examined was achievement (transfer of skill to seminovel situations and retention), and another variable considered was attitude. The results showed that the third treatment group performed significantly better (p <.01p<.01) than the other 2 treatment groups and retained that skill to a significantly greater extent (p<.01p<.01) after 2 weeks studying neutral material. The third treatment group also performed better on ordering rational numbers, estimating fractional values, and working with rational numbers involving more than 1 operand or more than 2 operations than the other 2 groups. No differences in attitude were found.
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