The comprehensive model for evaluating nursing education programs is described in terms of what is evaluated; who conducts the evaluation; and why it is conducted. A structure for further action and decision making is also presented. (GDC)

The selection of an instructional format is a complex process. Making the selection requires examining not only performance technology but also the technology of survival. Several possible factors to consider are examined, including the political and fiscal considerations. (CT)

Examines the arguments of three educators (J. P. White, D. Cochrane, and B. Crittenden) who have criticized instructional attempts to expand children's creativity. While flaws in theory and practice are admitted, it is maintained that the critics apply standards to creative education that are not applied to general classroom teaching. (Author/SJL)

The need for and applicability of general systems theory in human services evaluation is discussed. The role of evaluation in human services agencies is described and the necessity of combining the programs to be evaluated and the evaluation process itself in a single unifying conceptual model is demonstrated. (Author/AL)

The evaluation activities of HEW's Office of the Assistant Secretary for Planning and Evaluation are used as a case study of a central evaluation unit in a multilevel organization. Several evaluation roles are discussed: oversight, coordination, leadership, and information dissemination. (Author/AL)

Presents a model for constructing and evaluating an effective alumni volunteer program to aid the student recruitment effort. A review of successful programs reveals certain common features and provides important touchstones for other schools looking for the principles and practices with which to organize their own efforts. (Author)

Case studies of educational program evaluations demonstrate that utilization of evaluative information occurs; however, its forms and the forces influencing utilization are complex. Naturalistic methods were used to study utilization. (See RIE: ED 174 666). (Available from: Jossey-Bass, Inc., 433 California St., San Francisco, CA 94104, single…

Discusses the experience of the 4-H program with the challenging Federally mandated evaluation. Explores how tensions around both design integrity and practicality were manifested and how this conflict affected a large scale evaluation. Also describes the design that 4-H employed to respond to the Congressional evaluation mandate. (Author/GC)

Investigated two variance estimation procedures on a normed test treated as a criterion-referenced test. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower than the actual standard deviation. (Author/RC)

A 10-site school program is evaluated, the history of community schools, local program's goals, and the method used to study each goal are described. Included also are a structural equation model of the data and discussion of the politics of the evaluation. (Author/GK)

An adult basic education evaluation design should be directly related to realistic and assessable process and outcome objectives of a project. The design should be established early, and baseline data should be obtained prior to, or at least concurrent with, initiating the delivery of services. (CT)

Eisner's educational criticism model produces a richer description of an English classroom than does Flanders' interaction analysis. (Author)

A conceptual perspective and set of principles are offered for the evaluation of special service programs in public school settings. Special service program evaluation is seen as a process of obtaining and reporting information on a program's adequacy, process, efficiency, and impact. (Author)

Provides an overview of a training program for online searching used by the University of California's Computerized Information Services (CIS), focusing on database training through workshops and seminars. (FM)

Differences among impartiality, objectivity, partisanship, fanaticism, and skepticism are viewed as relevant to the role of the evaluator. The desirability of establishing a community of minds committed to argumentation before beginning an evaluation is suggested. (Author/CTM)