Professional development for the further education sector (FE) in England, whether commissioned by the Education and Training Foundation (ETF), or the Department for Education (DfE), is typically formal learning. There are usually measurable outcomes, and practitioners are asked to identify changes to their practice. The focus on outcomes means…

This chapter describes the historical and contemporary theoretical underpinnings of learning communities and argues that there is a need for more complex models in conceptualizing and assessing their effectiveness.

Despite the key role that principals play in leading schoolwide change, districts' efforts to support principals are often limited, particularly in rural settings. In this article, we report the preliminary findings of a cross-district mentoring program for nine midcareer rural school principals. The collaboratively developed human resource…

An implementation proposal for a needs assessment model for South Carolina's public schools is presented. Part One, a narrative presentation of the suggested procedure, includes: identification of task force members, formation of the expenditure coordination committee, task force training conferences, task force organizational meetings, task force…

Intended for persons evaluating arts education programs in which artists and museum people make presentations to school students on a regular basis, this model integrates qualitative with quantitative assessments. (Author/RM)

Various types of human resource accounting systems are described and analyzed: asset models, expense models, the utility formula, cost/benefit analysis, and a comprehensive program design. Steps in this last design (e.g., review all jobs in the organization, analyze training needs for targeted jobs, determine training programs that have the…

In the nine years following the passage of the Elementary Secondary Education Act (ESEA), several models have been developed to attempt to remedy the deficiencies in existing educational evaluation and decision theory noted by Stufflebeam and co-workers. Compilations of evaluation models have been undertaken and listings exist of models available…

A needs assessment is a procedure or process that identifies the perceived or expressed needs of a school district. The process involves the use of various measurements and activities to obtain the data needed to define the gap between "what is" and "what should be." This handbook reviews four such processes or models for…

This paper presents a brief description of a basic model for planning, monitoring, and evaluating educational programs using managerial concepts. The model involves the use of five steps as follows: (1) identification of a need; (2) a statement of desired outcomes (objectives); (3) the development of a program, including processes and resources;…

The literature on training evaluation and evidence from a number of employers who are actually undertaking some training evaluation activities were reviewed and synthesized into a cyclical model for evaluating training. First, the following direct benefits of evaluating training were identified: quality control; efficient training design; enhanced…

Some of the major concerns of education stem from the fact that young men and women leave our educational system without sufficient skills to survive in the world of work. Vocational education has a vital role to play in solving the problems related to this situation. The staff at this Research and Development Unit believes the problems can best…

The purpose of this guide is to assist K-12 educators in developing consumer education curricula that are planned, ongoing, and systematic. The guide is comprised of six sections. The first or introductory section describes the guide. Section two deals with rationale and goals. A discussion of definition and need, philosophy, and program goals is…

A seminar on direct teaching by television, held in Rome in December of 1966, created such interest that it was decided to call a second seminar, restricted to adult education, which was held at Scheveningen, July 1-5, 1968. The subject was the assessment of needs and evaluation of results. The purpose was to compare, at a European level, the…

The main purpose of this project was to develop a blueprint for the future growth of the AASA-National Academy for School Executives. The resulting comprehensive model is displayed in outline form through the use of a conceptual framework that includes three major processes -- program planning and development, implementation, and evaluation. Each…