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Keene, Matt; Blumstein, Daniel T. – Evaluation and Program Planning, 2010
We join the authors in this special issue in their call to embrace a culture of evaluation. Obstacles to change are formidable. Educators debate their purpose--provide knowledge or achieve environmental goals--and we have limited evidence of the effectiveness of environmental programs and policies. Change requires collaboration across…
Descriptors: Resistance to Change, Change Strategies, Educational Change, Evidence
Magolda, Peter; Ebben, Kelsey – Evaluation and Program Planning, 2007
This manuscript reports on a program evaluation of a school reform initiative conducted in an Ohio city. The paper describes, interprets, and evaluates this reform process aimed at transforming schools into community learning centers. The manuscript also describes and analyzes the initiative's program evaluation process. Elliot Eisner's [(1998).…
Descriptors: Qualitative Research, Program Evaluation, Community Education, Educational Practices

Brookhart, Susan M.; And Others – Evaluation and Program Planning, 1997
Process Analysis is described as a method for identifying and measuring the probability of events that could cause the failure of a program, resulting in a cause-and-effect tree structure of events. The method is illustrated through the evaluation of a pilot instructional program at an elementary school. (SLD)
Descriptors: Educational Change, Elementary Education, Failure, Identification

Gallaher, Karen S.; And Others – Evaluation and Program Planning, 1987
The effectiveness of product development as a component of technical assistance services offered to demonstration projects is examined. It is concluded that written documents produced by technical assistance agencies do not appear to have a direct effect on programs delivering services to the handicapped. (Author/LMO)
Descriptors: Demonstration Programs, Disabilities, Educational Change, Elementary Secondary Education

Messer, Stanley B.; And Others – Evaluation and Program Planning, 1992
Proposes a model to enable programs in applied or professional psychology to clarify and refine their missions through the curricula they generate. A case example illustrates the model's application in acceptance and implementation of recommended curriculum changes in Rutgers University's Graduate School of Applied and Professional Psychology.…
Descriptors: Case Studies, Curriculum Development, Curriculum Evaluation, Educational Change