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Peer reviewedWang, Margaret C.; Birch, Jack W. – Exceptional Children, 1984
A study of 156 K-3 classrooms revealed that the Adaptive Learning Enviornments Model, an educational approach that accommodates, in regular classes, a wider-than-usual range of individual differences, can be implemented effectively in a variety of settings, and that favorable student outcome measures coincide with high degrees of program…
Descriptors: Disabilities, Mainstreaming, Models, Primary Education
Swassing, Ray – G/C/T, 1984
The Multiple Component Model (MCM) of gifted education includes instruction which may overlap in literature, history, art, enrichment, languages, science, physics, math, music, and dance. The model rests on multifactored identification and requires systematic development and selection of components with ongoing feedback and evaluation. (CL)
Descriptors: Elementary Secondary Education, Gifted, Models, Program Development
Taylor, Derek B. – North Central Association Quarterly, 1976
A comparison of eight major generalized evaluation models is provided, enabling the educator to choose which is most appropriate for his specific program. (RW)
Descriptors: Educational Assessment, Evaluation Methods, Models, Program Evaluation
Hodge, B. J.; And Others – Personnel Administrator, 1976
Outlines a model for evaluating management development programs. (IRT)
Descriptors: Management Development, Models, Program Evaluation, Task Performance
Download full textMcKay, Veronica, Ed.; Treffgarne, Carew, Ed. – 1999
Papers in this collection address issues related to participatory approaches to assessing impact. The first section, "What Is an Impact Study and How Should We Do It?" contains: (1) "Participatory Impact Assessment" (John Shotton); (2) "Participatory Action Research as an Approach to Impact Assessment" (Victoria…
Descriptors: Action Research, Evaluation Methods, Models, Program Evaluation
Peer reviewedClark, Christopher M. – Journal of Teacher Education, 1974
The basis for this article was a project to develop a psychological model of the effective teacher. Described is the development of a catalog of teacher training products. (JA)
Descriptors: Models, Program Content, Teacher Centers, Teacher Effectiveness
Hopkins, John E. – Viewpoint, 1972
Descriptors: Educational Programs, Educational Theories, Models, Teacher Education
Werner, John – Viewpoints, 1972
Descriptors: Consultation Programs, Elementary Education, Models, Rural Education
Peer reviewedWarren, Richard L. – Journal of Teacher Education, 1971
Descriptors: Field Experience Programs, Models, Socialization, Teacher Education
Douglas, Harlan L. – Audiovisual Instruction, 1971
Descriptors: Instructional Design, Material Development, Models, Program Descriptions
Peer reviewedWest, Lloyd W. – Alberta Journal of Educational Research, 1971
The author defines evaluation research and discusses the increasing demand for such research. A simple model for service and development programs is presented to illustrate the function of evaluation research within a dynamic system. (Author/MS)
Descriptors: Educational Research, Models, Program Evaluation, Research Methodology
Malone, John E. – NASSP Bull, 1970
Descriptors: Community Involvement, Educational Programs, High Schools, Models
Ferguson, Richard L. – Educ, 1970
Descriptors: Computer Programs, Evaluation Criteria, Measurement Instruments, Models
Peer reviewedCaro, Francis G. – Evaluation and Program Planning: An International Journal, 1980
Strategies for increasing evaluation research leverage are reviewed. Alignment of evaluation research with regulatory bodies with authority to suspend public program expenditures is advocated. Several likely obstacles in the development of the regulatory evaluation model are anticipated and addressed. (Author/RL)
Descriptors: Agency Role, Federal Regulation, Models, Program Evaluation
Peer reviewedTeacher Education and Special Education, 1982
The article offers guidelines for severely handicapped personnel preparation programs. Five areas which need to be addressed by such programs are addressed: need for the program, adequacy of resources to develop and maintain the program, staff needs and instructional integrity, program limitation, and a process for program evaluation. (SB)
Descriptors: Models, Program Development, Severe Disabilities, Teacher Education
