Impact evaluations of school-based management (SBM) programs, or any other kind of program, are important because they can demonstrate whether or not the program has accomplished its objectives. Furthermore, these evaluations can identify ways to improve the design of the program. These evaluations can also make successful interventions…

Three forms of evaluation are required to fully evaluate comprehensive school guidance programs. First, the program must be reviewed using program standards, evidence, and documentation to establish that a written guidance program exists in a school district and that the written program matches the implemented program. Second, guidance program…

Evaluating the effectiveness of career guidance programs is a complex process, and few comprehensive models for evaluating such programs exist. Evaluation of career guidance programs has been hampered by the myth that program outcomes are uniform and monolithic. Findings from studies of attribute treatment interactions have revealed only a few…

Examines problems relating to standards of quality in computer-based guidance, including the Internet. Stresses the need for integration of these resources into a supportive context. Highlights the value of preliminary diagnosis of needs, together with some principles of design in the content and use of computer-based guidance and relevant…

Study reports pupils' views of the guidance system in Scotland, considers pupils' potential to contribute to school self-evaluation and improvement, and what their involvement in evaluation might mean for the future development of guidance provision. Highlights the importance of the pupils' perspective and identifies fundamental issues which have…

This guide provides information about various types of alternative education programs that address the educational and behavioral needs of disruptive students. The programs suggested are aimed at students whose behavior is so disruptive that they must be removed from classes or from the school for varying lengths of time. These programs provide…

The aim of this study was to consider the extent to which guidance provision in secondary schools in Scotland met the guidance needs of pupils and their parents. The approach taken was to focus on experiences and perceptions of both consumers and providers of guidance, to relate their views to guidance processes, and to judge the situation in…

This book is designed to help school counselors, counselors in training, school administrators, and other members of the school community to develop and strengthen developmental school counseling programs. This second edition has been completely revised to reflect current issues in school planning and management. New features include: direction…

The National Center for Research in Vocational Education has developed a framework for identifying exemplary career guidance and counseling programs. The framework, which is to be tested at selected pilot sites during 1994, is designed for use in evaluating secondary- and postsecondary-level guidance and counseling programs targeting one or more…

The Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 extended support for "career guidance and academic counseling." A wide variety of such interventions are in existence. Since the No Child Left Behind Act of 2001 emphasizes evidence-based education, it is important to examine the research to determine the…

This monograph presents articles and materials which examine the relevant theoretical literature pertaining to career counseling services for adults. It reviews alternative ways to deliver career guidance to adults and identifies a set of researchable issues. The two articles in section 1, The Context, address the historical development of people…

Outcomes of guidance can be assessed at these three levels: individual, where they are immediate; organizational, where they are intermediate; or societal, where they are ultimate. They may result in learning outcomes, school effectiveness, economic benefits, or social benefits. Various designs of outcome evaluation are described and…