Administrators of adult education programs work in dynamic and ever-changing environments. They are continually challenged with a myriad of issues related to programming, budgeting, marketing, strategic planning, funding, human resource management, and other topics. With decades of real-world experience in the field, Steven Schmidt and Susan…

For some time now, the arts education community has designed for broader outcomes for youth. These programs intentionally foster not only youth achievements within the arts or academics, but also youth and community thriving--through outcomes such as youth civic engagement, occupational identities, and wellness. In this report, the authors seek to…

This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate…

This conceptual paper outlines the implications associated with increasing external evaluation within school counseling programs. The authors propose that enhancing external evaluation may help to both strengthen school counseling programs and enhance their legitimacy within increasingly competitive and academically focused school systems. More…

MENTOR's cornerstone publication, the "Elements of Effective Practice for Mentoring[TM]", details research-informed and practitioner-approved Standards for creating and sustaining quality youth mentoring programs and consequently, impactful mentoring relationships. This Fourth Edition, released in 2015, reflects the most up-to-date…

This guide is addressed to policy officials, program providers, and researchers who are seeking to: (1) identify and implement social programs backed by valid evidence of effectiveness; or (2) sponsor or conduct an evaluation to determine whether a program is effective. The guide provides a brief overview of which studies can produce valid…

Previous scholarship has outlined possible models of civics education but have neglected to provide frameworks for evaluation of the way such educative programs contribute to ongoing active citizenship amongst the participants. This paper explicates a framework that can be used to analyse how effectively programs are developing active citizenship…

Children classified as emotionally disturbed constitute a most challenging and expensive population in the public schools. This article presents a tri-part model of barriers to program design, implementation, and evaluation for children classified as emotionally disturbed in public school settings. An examination of the available school-based…

This monograph is intended as a guide to support self-evaluation of truancy reduction and prevention programs by those involved in their ongoing operations. It is one of four in a series addressing various aspects of truancy, was published by the National Dropout Prevention Center at Clemson University with support from the South Carolina…

This document, replacing a 1992 edition, offers administrative guidelines to assist in the implementation of Regent policy on academic planning and program review in the University of Wisconsin (UW) System. These guidelines provide information on the UW System: (1) planning in academic programs and academic support programs; (2) planning and…

These guidelines are designed for use by the vice chancellor, dean, department chair, and others involved in academic program planning and approval within the University of Wisconsin System. The full policy governing academic program planning and review is contained in another document, "Academic Planning and Program Review." The major…

Based on the "Guidelines for Energy Education in Social Studies" developed by the National Council for the Social Studies in 1981, this checklist will enable curriculum planners to weigh their ideas and proposals against carefully developed statements of principles and standards. (RM)

The article describes the program evaluation requirements as delineated in P.L. 94-142, the Education for All Handicapped Children Act, and specifies the type of evaluation that is necessary to meet the stated requirements. (Author)

Intended for two-year college presidents, deans, or other administrators, faculty, and board members, this publication provides an outline for guidelines for program phase-out. The decision to phase out a program is first considered, as are ways to analyze the reasons for three typical situations that form the basis for phasing out a…

Six representative intervention programs for high-risk infants are selected, and their essential features are summarized. A model for use in designing, implementing, and evaluating intervention programs for infants and/or their families is discussed. (Author/RH)