•
Laporan Coleman (1966)
“Equality of Educational Opportunity Report”
Mendapati:-
Faktor persekitaran dan keluarga lebih berkesan daripada faktor sekolah dalam menentukan kemajuan pendidikan murid

•
Akibatnya:-
Sistem pendidikan di seluruh dunia menghadapi kritikan dan kecaman serta mencabar kepercayaan awam

1.
Kepimpinan Berkesan
2.
Pengajaran Berkesan
3.
Tumpuan ke atas pembelajaran
4.
Budaya sekolah yang positif
5.
Ekspektasi tinggi
6.
Penekanan hak dan tanggungjawab pelajar
7.
Pemantauan kemajuan
8.
Perkembangan staf
9.
Penglibatan ibubapa

• Terdapat 2 elemen dalam konsep keberkesanan:-
•
Efektif
Boleh capai hasil yang diharapkan
(Ken Reid, 1987)
•
Efisien
Boleh capai hasil yang diharapkan dengan kos yang rendah
( Jaap Scheerens, 1989)

•
Dapat dilihat dari 2 segi:-
•
Keberkesanan Dalaman
( internal effectiveness )
•
Keberkesanan Luaran
(external effectiveness)

•
Output peringkat sekolah
Misalnya:-

Pengetahuan ( kognitif)

Kemahiran ( kognitif)

Sikap ( afektif)

Tingkahlaku ( psikomotor)

•
Output peringkat masyarakat atau outcome
Misalnya:-
 masyarakat celek huruf

Masyarakat berbudaya membaca

Produktiviti kerja

Mobiliti sosial

•
Dapat dilihat dari 2 aspek:-
Kecekapan Dalaman
( internal efficiency)
Kecekapan Luaran
( external efficiency)

•
Output peringkat sekolah
Misalnya:-

Semua pelajar menguasai 3M dengan kos yang minima

Semua pelajar menguasai ilmu/kemahiran sesuai dengan perbelanjaan

•
Output peringkat masyarakat atau outcome
Misalnya:-

Peningkatan prestasi kerja

Peningkatan mutu kerja

Peningkatan pendapatan

Definisi keberkesanan dari perspektif ekonomi
Input
Funding
Proses
Instruction method
Output Outcome
Final primary school test scores
Dispersal on the labor market
Effectiveness can now be described as the extent to which the desired level of output is achieved.
Efficiency –as desired level of output against the lowest cost.

Organization-Theoritical Views on
Effectiveness
Theoretical background Effectiveness criterion Level at which the effectiveness question is asked organization
Man areas of attention
Output and its determinants (business) economic rationality
Organic system theory
Human relations approach productivity adaptability
Involvement organization
Individual members of organization
Acquiring essential inputs
Motivation
Bureaucratic theory: system members theory…..
continuity Organization + individual
Political theory on how organizations work
Responsiveness to external stakeholders
Subgroups and individuals
Formal structure
Interdependence, power

Characteristics of evaluation models of school effectiveness
Model Definition of school effectiveness
A school is effective if….
When the model is useful
Goal Model It can achieve its stated goal
System-resource model
Internal process model
It can acquire needed resources and inputs
The schooling process can be smooth and healthy
Strategic-constituencies model All of the powerful constituencies are at least minimally satisfied
Legitimacy model It can survive as a result of engaging in legitimate activities
Organizational learning model It can learn to deal with environmental changes and internal barriers
Ineffectiveness model There is an absence of characteristics of ineffectiveness
Goals are clear, consensual, time-bound and measurable
There is a clear relationship between inputs and outputs
There is a clear relationship between school process and outcomes
The demands of the powerful constituencies are compatible and cannot be ignored
The survival and demise of schools must be assessed
The schools are new and developing, or the environmental change cannot be ignored
There are no consensual criteria of effectiveness, or strategies for school improvement are needed

3 major strands of SER school effects research effective school research
• Studies of the scientific properties of school effects utilizing multilevel models
• Research concerned with the process of effective schooling etc school improvement research
• Examining the processes whereby schools can be change and maintain after effectiveness

Gelombang Pertama:
Keberkesanan Sekolah
• Laporan Coleman-faktor keluarga lebih pntng dari sekolah
• Pelbagai penambahanbaikan dilakukan program compensatory education
•
Mencari faktor2 lain selain dr faktor keluarga spt kepimpinan pengetua, visi dan mis sekolah, pengajaran berkesan, harapan tinggi terhadap murid etc
Gelombang Kedua: Ciri sekolah berkesan dan cara pelaksanaan
•
Dapatan Edmonds (1982) dijadikan asas untuk melaksanakannya iaitu kepimpinan pengajaran, misis sekolah, persekitaran sekolah yang selamat, pengaharapan sekolah terhadap murid, penilaian yng kerap, permuafakatan sekolah msayarakat, peluang murid utk belajar
Gelombang Ketiga:
Keberkesanan dan
Penambahbaikan
• Teori pengurusan digunakan untuk menambahbaik sekolah
• Digabungjalin semua pembolehubah di sekolah untuk memajukan sekolah
Gelombang keempat:
Melestari keberkesanan dan penambahbaikan

Stage 1
Stage 2
Stage 3
Stage 4
1960s – 1970s – focused upon the potential impact of school
Early 70s – saw the beginning of ‘effective schools’ studies
From late 70s through 1980s – focus of SER attempted incorporation of the effective schools correlates with generation of SIP
From late 1980s o the present day… introduction of more complex way of doing SER research

Masalah
Difficult intellectual infancy
The hegemony of traditional British ES-oriented to psychological perspective and emphasis upon individuals and families as determinants
Educational system – centralized system
Absence of reliable and valid measures
> Value added on academic outcomes
> Comparisons of selective school system
> Work into the scientific properties if the school effects
> Small scale studies focused upon outcome terbentuk
Model sekolah
Berkesan Peter
Mortimore

Perkembangan SER di Netherland
Variabel Process Effective Teaching, Effective Leadership
Variabel Kontaks School Climate, Hubungan Sekolah dan Komuniti
Cara penilaian murid
Students evaluation differentiation
Aspek psikologi IQ, Sikap, kerjasama, kesediaan
Time/Homework

Accountabality issues
Problem of discipline and management behavior
Maximising academic achievement
The role of central administrators

Stage 1
Model Kajian Sekolah Berkesan
Input-output economic studes
• Bertumpu kepada input seperti sumber sekolah
 contoh :
 perbelanjaan setiap pelajar

Ciri latar belakang pelajar
•
Hasil pendidikan terhad kepada pencapaian pelajar terhadap ujian piawai

Model Kajian Sekolah Berkesan
Stage 2
Addition of Process, product variabels and output
2A : process- product
1A-1B : IPO studies
Pembolehubah input yang asal dimasukkan ke alam pembolehubah proses
Contoh pembolehubah Input :
 perbelanjaan setiap pelajar

Ciri latar belakang pelajar
Pembolehubah Proses yang dimasukkan adalah seperti sumber perpustakaan, proses pengajaran pembelajaran dsb

Model Kajian Sekolah Berkesan
Stage 3
Introduction of School Improvement Studies

Stage 4
Model Kajian Sekolah Berkesan
Introduction of Context Variables
1C-1A-1B -CIPO
2B-2A -CIPP
2B-2A-3A - CIPPI

Perkembangan Sekolah Berkesan dan Model
Kajian Sekolah Berkesan
Masa Depan ?
1.Awalan thn 2000 Sekolah
Kluster
2.Awal thn 2010 Sekolah
Berprestasi Tinggi
Thn 1995.gerakan sekolah berkesan Model Mortimore
Awal8an lebih tertumpu pada pengajaran berkesan dan pencapaian akademik,,spt SBP, MARA dan sebagainya
•
Pemimpin yg professional
•
Proses pengajaran berkesan
•
Tumpuan kepada pembelajaran
•
Mewujudkan budaya positif sekolah
•
Mewujudkan harapan tinggi
•
Menekankan kepentingan tanggungjawab dan hak
•
Proses penyeliaan untuk semua peringkat
•
Perkembangan profesionalisme staf
•
Pemuafakatan antara sekolah dengan rumah

•
Keberkesanan sekolah ialah suatu pengajian yang memberi fokus kepada:-

Output
– hasil peringkat sekolah

Outcome
– hasil peringkat masyarakat

Output dan outcome yang efisien iaitu diperoleh dengan kos yang munasabah

Kemampuan input /proses merupakan penentu pencapaian output/outcome