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Abstract
The objective of this research is to explain about policy implementation of structuring and equity of the Civil Servants teacher at State High School in DKI Jakarta. In this evaluation research Stake's Countenance Model is used. It consists of three components namely antecedents, transactions, and outcomes. The data were collected through document analysis, interview, and observations. Sources of data in this study consists of the educational administrators, school supervisors, school principals, and teachers.
The results show that: policy implementation structuring and equalization of civil service teachers at high schools in Jakarta has not run optimally. There are aspects of the three components of the policy (antecedent, transactions, and outcomes) that should be improved, namely: program planning and socialization activities, mechanisms of activity implementation, as well as monitoring including guidance and supervision so as to provide a positive impact towards fulfilling the needs and redistribution of teachers, and improving the performance and competence of teachers.
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Grembowski, David. The Practice of Health Program Evaluation. California: Sage Publication, 2001.
Kay, Adrian. The Dynamics of Public Policy Theory and Evidence. Massachusetts: Edward Elgar Publishing, Inc. 2006.
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Partee, Glenda L. Attaining Equitable Distribution of Effective Teachers in Public Schools. Washington: Center for American Progress, 2014
Peske, Heather G. and Kati Haycock. Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality. Washington: The Education Trust, 2006.
Smith, Kevin B. and Christopher W. Larimer. The Public Policy Theory Primer. Central Avenue, Boulder: Westview Press, 2009.
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Vendung, Evert. Public Policy and Program Evaluation. New Jersey: Transaction Publisher, 2009.
References
Araral Jr. et al., Eduardo. Routledge Handbook of Public Policy. New York:Routledge, 2013.
Behrstock, Ellen, Matthew Clifford, Ensuring the Equitable Distribution of Teachers: Strategies for School, District, and State Leaders. Washington: National Comprehensive Center for Teacher, 2010.
Bingham, Richard D., Claire L. Felbinger. Evaluation in Practice A Methodological Approach. New York: Seven Bridges Press, 2002.
Cummings, William, K. and Frank P. Dall, Implementing Quality Primary Education for Countries in Transition. New York: UNICEF, 1995.
Djaali dan Puji Mulyono. Pengukuran dalam Bidang Pendidikan. Jakarta: Program Pascasarjana UNJ, 2000.
Dunn, William N. Public Policy Analysis: An Introduction. New York: Prentice-Hall International, Inc,1981.
Fitzpatrick, Jody, Christina Christie, and Melvin M. Mark. Evaluation in Action, Interviews With Expert Evaluations. New York: SAGE Publications, 2009.
Grembowski, David. The Practice of Health Program Evaluation. California: Sage Publication, 2001.
Kay, Adrian. The Dynamics of Public Policy Theory and Evidence. Massachusetts: Edward Elgar Publishing, Inc. 2006.
Knill, Christoph, Jale Tosun. Public Policy: A New Introduction. New York: Palgrave Macmillan, 2010.
Partee, Glenda L. Attaining Equitable Distribution of Effective Teachers in Public Schools. Washington: Center for American Progress, 2014
Peske, Heather G. and Kati Haycock. Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality. Washington: The Education Trust, 2006.
Smith, Kevin B. and Christopher W. Larimer. The Public Policy Theory Primer. Central Avenue, Boulder: Westview Press, 2009.
Stufflebeam, Daniel L. and Chris L. S. Coryn. Evaluation Theory, Models, and Applications. San Fransisco: Jossey-Bass, 2014.
Vendung, Evert. Public Policy and Program Evaluation. New Jersey: Transaction Publisher, 2009.