The author reviews and discusses a number of models for educational program evaluation and suggests sources of ideas and guidelines for educational evaluation. He stresses that program evaluation is critically necessary for the improvement of industrial arts. (MF)

A practical evaluation model is described in four phases: (1) a pre-planning stage, specifying the purpose of the evaluation; (2) a planning stage, specifying all steps of the evaluation process; (3) the evaluation process itself where information is collected and judgments are made; and (4) a macro evaluation, summarizing and reviewing the…

This article briefly presents eight basic methods of residence program evaluation. Some of the evaluation methods presented lend themselves easily to process, and others lend themselves to outcome; some are applicable to both. (Author)

Career education team members from 76 school districts participated in an Update Workshop. Data collected from participants as part of a Nominal Group Technique indicated that there are seven dimensions of career education program initiation that are critical to program success. (Author)

A schema is presented for analyzing curriculum plans and materials related to values and moral education. The plan reviews six aspects of the materials: antecedent conditions, rationale and objectives, descriptive characteristics, pupil activities, teaching strategies, and diagnosis and evaluation needs, procedures, and data. (Author/AV)

After a brief discussion of the terms implementation and monitoring, this article illustrates a strategy for monitoring program implementation. The strategy, called model-guided method, offers a way to develop conceptual and empirical specifications for testing the adequacy of a program implementation. It also provides feedback to program…

Presents a communication model for planning, implementing, and evaluating nutrition education programs. The theoretical underpinnings of this conceptual model contain elements from four perspectives: (1) individual differences; (2) social categories; (3) social relations; and (4) pragmatics. The model's components and its applications for…

Ten functions of program theory are reviewed: contributing to social science knowledge; assisting policymakers, discriminating between theory failure and program failure, identifying the problem and target group, providing program implementation description, uncovering unintended effects, specifying intervening variables, improving formative use…

This first in a series of articles on an instructional development project management model discusses the role of the project manager, and outlines the phases of the model that is used to meet training needs. Highlights include project planning, instructional development (including creating the materials), and followup (including evaluation). (LRW)

The Comprehensive Evaluation Model is useful in helping address issues related to program quality, cost-effectiveness, and program improvement. Four levels of program effects can be evaluated: participant reaction, learning, transfer of learning, and organizational impact of the program. (Author/MLW)

Literature that presents a complete program planning model was described and analyzed using explicitly defined and uniformly applied descriptive and evaluative dimensions. Several observations about the current state of the program planning literature are made, and recommendations designed to strengthen the literature are offered. (Author/CT)

The paper describes a heuristic model of the teaching-learning process, proposes an implementation model of individualized instruction, and reviews results of a study evaluating both models in an inservice teacher training program. (CL)

A framework for reflecting on, assessing, and improving institutional quality in higher education focuses on internal and external approaches to educational quality and their implications for designing for quality and continuous quality assessment. (MSE)

The article describes revisions in the Field Study Interaction Approach (FSIA), a noncategorical teacher education approach combining increased practicum experience and competency based instruction with affective components related to self concept. Results of a second study of FSIA are reported. (CL)

Studies show a lack of evaluation as a fundamental element of curriculum design in further education. To this end, a model is proposed and its advantages outlined. The importance of relevant evaluative skills as objectives within college staff development programs is discussed. (CT)