Smartphone apps have lately emerged as a potent instructional aid for teaching engineering courses. Teaching engineering courses often involve explaining complex problems that require creative solutions to students who are typically tech-savvy. This article reviews 10 smartphone apps that have been developed to teach engineering courses. The apps…

Ressler's "Dramatic Changes" is a powerful guide for anyone brave enough to create a space for young people to discuss sexual orientation and gender identity. Her accessible style and tangible suggestions describe a creative and educationally sound approach to supporting youth in thoughtfully wrestling with one of the most controversial social…

Continues the exploration of the effective use and misuse of performance indicators that has been conducted by various authors in this journal. Identifies some further limitations on the use of performance measurement and notes that many performance measurement undertakings make no provision for evaluating the impact of the undertakings…

Discusses the concept of process use as an important distinction between the evaluation theories of E. House and D. Fetterman, thus helping to explain the discordant results of C. Christie for these two theories. (SLD)

The main points made by C. H. Weiss are reviewed, focusing on several ideas that have lead to the preliminary conceptualization of a theory of evaluation use. The social ecological theory of evaluation use developed is presented that sets forth conditions that result in increased evaluation use. (SLD)

Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)

A review and commentary on the previous article discusses the effects of stabilized retinal images on performance and the perceptual organization of a patterned skill. Future research on distribution-of-practice is considered. (JD)

Comments on S. Pogrow's suggestion that educational programs should be judged by the degree to which schools using them achieve "surprising scores." Emphasizes the importance of the use of control groups in program evaluation. (SLD)

Introduces the 21 papers in this special issue on the future of evaluation. These articles suggest a field that is more eclectic in methods, approaches, and practitioners than was the field described in a similar issue in 1994. (SLD)

In 1991, Michael Scriven published "Beyond Formative and Summative Evaluation," a reconsideration of the classic distinction in evaluation roles. Debate about the roles of evaluation continued in the four papers that follow this introduction, all of which were presented at a forum at the 1995 International Evaluation Conference. (SLD)

Argues that a moralistic approach to plagiarism is not likely to make the problem disappear. New thinking about plagiarism and pedagogy must take its complexity into account, since plagiarism is not always the result of a willful desire to deceive, but may reflect a misunderstanding of the nature of work in the discipline. (SLD)

Describes an innovative still video system that records an image on a video disk which can then be made into a color print. Discusses how this system can be used in the classroom. (MS)

Discusses issues related to model evaluation in structural equation modeling. Supports nested model comparisons via sequential chi-square difference tests as consistent with the four-step approach to model evaluation when models of the factor analytic simultaneous equation type are entertained. (Author/SLD)

Introduces this theme issue, which examines contemporary dimensions of how accreditation and student outcomes assessment come together in higher education. The accountability movement in education has caused the development of two parallel continuums that have merged in ways the issue's chapters explore. (SLD)

Poses questions stimulated by Professor Stanfield's essay that evaluators must ask to ensure the equity of evaluations. The questions include examinations of the effects of racism on understanding and action and how program outcomes and evaluative judgments are conditioned by racially shaped assumptions, presumptions, and politics. (SLD)