A teacher education program intended to make participants aware of teaching as a holistic process integrating specific teaching skills and general planning abilities is described and evaluated. (GW)

With the increase use of the Internet, distance education will continue to provide a vehicle for instruction and/or training. Traditional methods for measuring quality instruction and training may need to be reviewed for their applicability and use with current technological methods of instructional delivery. This paper reviews literature on the…

This instrument is designed to help school administrators assess the level of implementation of the essential elements of the Instructional Support Teams (IST) process in Pennsylvania. The instrument is a rating sheet, or checklist, on which the presence and absence of components of the IST process are noted. The number of features in place is…

Examines results of a survey documenting the current state of adolescent programs in the Montessori schools of North America. Includes information on the students, adults, and physical environment of such programs, as well as the programs' enrollment, grouping, activities, and materials. (HTH)

Purpose: Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB). Design/methodology/approach:…

This report describes the system used to code each segment of Square One TV for content analysis of all four seasons of production. The analysis is intended to aid in the assessment of how well Square One is meeting its three goals: (1) to promote positive attitudes toward, and enthusiasm for, mathematics; (2) to encourage the use and application…

A discussion of how consultants can investigate educational programs and evaluate them from a different perspective than those close to home. (Author/HB)

Program variables amenable to evaluation are listed in four categories: foundation variables, antecedent variables, instrumental variables, and consequential variables. (Author)

The following methods of evaluation of inservice programs are very briefly discussed: a) behavioral objectives; b) diagnosis; c) learner outcomes; d) effects on teachers; e) classroom observation, and f) questionnaires following inservice activity. (HMD)

On behalf of the Joint Committee on Standards for Educational Evaluation, the author reviews the Committee's recent efforts and discusses the needs for further work related to the "Standards for Evaluations of Educational Programs, Projects, and Materials." The Committee has developed a program to guide its work. The program addresses…

This is the first of a series of reports to be issued at irregular intervals to communicate the plans, progress, and findings of the evaluation of the Trainers of Teacher Trainers (TTT) Program. The first 12 pages of the report outline in three general categories the activities carried out to date: 1) visits to cluster meetings and individual…

Evaluation figures as an important component in the Undergraduate Pre-Service Teacher Education Program (UPSTEP) at the University of Colorado. Its role is as follows: a) to help surface new instructional ideas that are latent in the experiences of staff members and articulate these ideas into program goals, b) to help shape program objectives…

Purposes, strategies, and history of evaluation of the Maryland Teacher Education Center are presented. The original purposes are classified in three categories: Process, Organization, and Outcomes. The evaluation design is discussed as to basic questions and emerging conceptual frameworks. (DB)

A responsive model of evaluation was used for program evaluation in a French-speaking university. Two objectives were addressed: determining the local utility of the program being assessed and identifying the advantages and limits of the model and comparing them to those reported in the literature. (RB)

A comparison of eight major generalized evaluation models is provided, enabling the educator to choose which is most appropriate for his specific program. (RW)