On September 17, 2013 (Constitution Day), the C3 Framework was released under the title "The College, Career and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History." The C3 Project Director and lead writer was NCSS member Kathy Swan, who is…

The statewide Utah Model for Comprehensive Counseling and Guidance: K-12 Programs (Utah State Office of Education, 2008) began implementation in 1988. Beginning with the 2004-2005 school year, data collection has been required for all schools collecting program funds. This article reviews research data from three Utah schools--one elementary…

Evaluation is often avoided in human performance technology (HPT), but it is an essential and frequently catalytic activity that adds significant value to projects. Knowing how to approach an evaluation and whether to use qualitative, quantitative, or both methods makes evaluation much easier. In this article, we provide tools to help determine…

The development of European Community administrative authority has greatly influenced the development of an evaluation culture among the southern and central member states of the European Union. The present case study from Spain provides an example of this diffusion through the use of an empowerment evaluation approach to build evaluation capacity…

This article illustrates how subjective and objective methods can be integrated in the process of carrying out an evaluation project in a public school system. Objective methods to establish instrument reliability and validity were combined with subjective procedures in initiating the project and reporting the findings. (Author)

Stufflebeam's model was used to evaluate guidance programs in Spanish prisons. Job search methods, information sources, and application processes were taught to 145 prisoners, with 51 controls. The program was satisfactory in terms of efficiency, effectiveness, efficacy, and impact. (Contains 16 references.) (SK)

Identifies evaluation methods for school guidance programs and some of the problems that prevent evaluation. Discusses the process of initiating an evaluation in a four-step model and suggests an experimental or quasi-experimental evaluation design as being the most credible. (JAC)

The administrative history, staffing levels, and content of school guidance activities in the Eugene (OR) Public Schools were examined. Schools were compared to estimate differences in recipients and types of services. Different levels and types of services were provided secondary and elementary students. Schools with stable programs provided a…

Too often school counselors are evaluated through a teacher-assessment process bearing little relevance to (poorly defined) counseling tasks or roles. Evaluation is hindered by lack of a developmental model and by administrative pressures to perform tasks outside counselors' training and experience. Improvement measures are outlined. (Contains 16…

In this article, two problems associated with the expectation that teachers use contemporary assessment techniques are examined. The first problem relates to teachers' sense-making of assessment data. Illustrative cases revealed that teachers' processes of interpretation of students' understanding, knowledge and learning of mathematics draws on a…