There are virtually no empirical studies of the open classroom which have assessed its critical elements (Bryant, 1972; Walberg and Thomas, 1972). This study took some of the characteristics which have been derived in the descriptive literature and assessed them empirically. (Author)

This paper defines the student case study approach to evaluation, discusses its strengths and weaknesses as a component in a program evaluation design, and lists the specific steps needed to accomplish it. Its use in the evaluation of Experience-Based Career Education is described. (SJL)

This article presents the criteria developed by the American Institutes for Research to select evaluated exemplary career education projects across the nation for submission to the Joint Dissemination and Review Panel (JDRP) of the Office of Education (USOE) and the National Institute of Education (NIE). (Author)

Problems and difficulties encountered in designing evaluation studies of educational projects in public education are reviewed, noting evaluation issues related to data collection, data analysis, and reporting. It is suggested that evaluation reports include qualitative and quantitative information and focus on descriptive methods of analyzing and…

Author presented a six-point model for purposes of diagnosing program success or lack of success. (Editor/RK)

Discusses three different settings which illustrate the need for a cost-benefit type of evaluation and then gives examples of objective-based evaluation, goal-free evaluation, and cost-benefit evaluation. (RK)

The purpose of this study is to suggest another source of information to be used for evaluating our teacher education programs. (Author)

Authors described various theories and methods of evaluation, as well as issues of procedure. (Editor /RK)

The Ohio Career Development Program was evaluated and students were tested in order to carry out that evaluation. (RK)

Defines the concept, "Community Education," the part that student alienation has in causing school vandalism, reports two studies that help prove the constructive influence of community schools in reducing school vandalism, and how student cooperation can be gained in community education. (RK)