Descriptor
Source
| Studies in Educational… | 7 |
Author
| Ade, William | 1 |
| Fink, Joel | 1 |
| Goodwin, William L. | 1 |
| Haberman, Martin | 1 |
| Honig, Alice Sterling | 1 |
| Saracho, Olivia N. | 1 |
| Spodek, Bernard | 1 |
| Sponseller, Doris Bergen | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - General | 5 |
| Opinion Papers | 4 |
| Reports - Descriptive | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Childrens Embedded Figures… | 1 |
| Embedded Figures Test | 1 |
| Learning Style Inventory | 1 |
| Rod and Frame Test | 1 |
What Works Clearinghouse Rating
Peer reviewedHaberman, Martin – Studies in Educational Evaluation, 1982
There are five goal domains in early childhood education that are worthy of evaluation. Three criteria should be used in judging goal statements: intrusiveness (does the goal intrude upon a basic need?); worthiness (what makes the goal worth pursuing?); and source (where do the goals come from?). (Author/LC)
Descriptors: Early Childhood Education, Evaluation Criteria, Objectives, Preschool Curriculum
Peer reviewedAde, William – Studies in Educational Evaluation, 1982
Two politically oriented factors are cited as major impediments to effective conveyance of evaluation findings to decision makers. The first factor, relevance, includes the elements of timing and matching of perceptions. The second, constituency support, includes recognition of reference groups and political benefits. (Author/LC)
Descriptors: Decision Making, Evaluation Utilization, Evaluators, Policy Formation
Peer reviewedGoodwin, William L. – Studies in Educational Evaluation, 1982
Actual and potential contributions from the fields of anthropology, sociology, ecological and environmental psychology, and ethology to measurement and evaluation, particularly in early childhood education, are discussed. The diversity and potency of these approaches suggest that a multidisciplinary, eclectic approach to finding measures for…
Descriptors: Anthropology, Early Childhood Education, Ethology, Evaluation Methods
Peer reviewedSaracho, Olivia N. – Studies in Educational Evaluation, 1982
Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive style can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs. (Author/LC)
Descriptors: Age Differences, Cognitive Style, Evaluation Needs, Learning Processes
Peer reviewedSponseller, Doris Bergen; Fink, Joel – Studies in Educational Evaluation, 1982
Three basic questions about early childhood evaluation are raised: (1) what is to be evaluated, including a discussion of product versus process evaluations; (2) who is to do the evaluating, including comments on external versus staff evaluations; and (3) for what purpose is the evaluation to be conducted, including a discussion of summative…
Descriptors: Academic Achievement, Early Childhood Education, Evaluators, Formative Evaluation
Peer reviewedSpodek, Bernard – Studies in Educational Evaluation, 1982
Concerns about the use of evaluation in early childhood education are clustered around some basic issues: the use of standardized tests with young children, the diversity of dimensions of early childhood education that should be evaluated, the relationship of early childhood evaluation to social policy, and the very nature of early childhood…
Descriptors: Child Development, Early Childhood Education, Educational Objectives, Evaluation Criteria
Peer reviewedHonig, Alice Sterling – Studies in Educational Evaluation, 1982
Differences in program goals, theory, populations served, methods, duration, staff, and evaluation measures make it difficult to compare the effectiveness of different infant intervention programs. Formative evaluation is suggested as a way of ensuring that programs are being carried out. Where effectiveness is in doubt, process evaluation can…
Descriptors: Day Care, Evaluation Criteria, Formative Evaluation, Infants
