Considerable research has been conducted on the use of the findings of program evaluation, but little, if any, attention has been paid to the soundness of the methods of this research. If the methods are not sound or not well described in the research, the strength of the conclusions of the research is unknown. The authors examine the empirical…

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…

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…

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…

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…

Students' high school experiences often do not prepare them adequately for postsecondary education and the world of work. Special attention should be paid to increasing the rigor, relevance, and engagement of the high school curriculum, including for students who have traditionally faced barriers to successful postsecondary transitions. This Issue…

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…

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…

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…

The Career Guidance I.Q. (Indicator of Quality) Test was developed as an aid in assessing career guidance programs' processes and outcomes as they relate to educational excellence. Eight distinct goals (three programmatic, five student outcome), developed from a survey of current career guidance literature, form the basis of the 35-item…

Presents a model of comprehensive guidance and counseling integrated within a business context. Concludes that using program evaluation to position counseling as a business with effective service products may enhance the long-term viability of comprehensive guidance and counseling programs. (Contains 48 references.) (GCP)