Journal ArticleDOI
تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines
Jody L. Fitzpatrick,James R. Sanders,Blaine R. Worthen +2 more
- Iss: 42, pp 191-194
TLDR
This chapter discusses the current and future approaches to Evaluation, as well as some general areas of Competence Important in Education Evaluation.Abstract:
I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.read more
Citations
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Journal ArticleDOI
Impediments to change: An application of force-field analysis to Leader Master Teacher training in an elementary level science systemic reform initiative
TL;DR: The authors identified Leader Master Teachers' (LMTs) perceptions of restraining and driving forces in the implementation of an elementary level science systemic reform initiative and provided evidence that LMTs now share a portion of the burden of implementation and this initiative is gradually progressing toward successful implementation.
Analysis of Ethical Management Policies for use of CCTV on College Campuses
TL;DR: Maurer et al. as mentioned in this paper analyzed the policies of colleges in the Mid-Atlantic United States as they relate to the ethical use of surveillance cameras on college campuses and found that less than 50% of the colleges participating in the study actually had a written CCTV policy.
La evaluación curricular en el marco de la evaluación de la calidad
TL;DR: In this article, the authors place the educational assessment in a contemporary context, and propose to define criteria and conditions for an unbiased assessment, in which the goals, processes and outcomes be the service of improvement and transformation, not punishment, exclusion and extreme control.
Dissertation
Using proactive evaluation to develop a policy for public sector training programs in emotional intelligence in Thailand
TL;DR: In this paper, the authors focused on the development of effective Emotional Intelligence training programs in the public sector by developing an Emotional intelligence training policy leading, ultimately, to the development and operation of effective emotional intelligence training programs.
References
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Book
The long interview
TL;DR: The Four-Step Method of Inquiry Quality Control The Writing-Up Process Managing Qualitative Research Conclusion as discussed by the authors The four-step method of inquiry quality control is used in this paper.
Book
Basic Principles of Curriculum and Instruction
TL;DR: Tyler's book outlines one way of viewing an instructional program as a functioning instrument of education by developing a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study.
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