Pupil perceptions of significant aspects of the instruction of student teachers of English and the indication of ways in which these perceptions may be used in evaluation are presented in this study. Data were obtained at the University of Georgia for student teachers of English who student taught during the winter and fall quarter 1969 and the…

This study is a systematic follow-up, undertaken by the Chicago Consortium, to evaluate the classroom performance of its graduates. Inferences about their effectiveness were made through assessments of their observed behavior, using the Classroom Observation Record (COR) and the Flanders Interaction Analysis Categories (FIAC). Trained observers…

Instructional objectives are rarely supported by the delineation of alternate modalities for achieving those objectives. Both are necessary for the development of an individualized educational program. Learning research suggests nine general criteria for the selection of appropriate modalities: (1) the amount of immediate positive reinforcement…

There are, at present, a number of tests that are labeled criterion referenced. These tests vary considerably in format, design, analysis, and function. In order to provide an efficient and objective procedure for describing, assessing, and comparing these measures, the Criterion Referenced Test Description and Evaluation (CRTDE) rating system was…

After judging and evaluating four science fairs during a two week period, the author moved to put down some thoughts and suggestions. His comments fell into three major categories: 1) purposes of science fairs, 2) types of science fair projects, and 3) judging the projects. (Author/RK)

Phases in the management training program development process are described, including: needs assessment; program objectives, recommendations, implementation, requirements, and resources; formative and summative evaluation; and feedback. (LH)

Article critically evaluated the concepts of development/ modernization regarding the differences among "developed,""developing," and "underdeveloped" countries. (Author/RK)

Seven well-known elementary school dictionaries are evaluated.

A discussion of the Discrepancy Analysis System, which identifies the difference in expected performance and actual performance as revealed by testing. (Author/HB)

Gives excerpts from a proposal developed at the University of Toronto regarding a testing program and how it might be used in specifying admissions criteria for incoming students. (BP)

Five basic researcher qualities which seem to characterize creative individuals who want to generate knowledge are identified. (BD)

Suggests that, upon close inspection, an increase in the use of paraprofessionals at the reference desk is undesirable due to false assumptions about the ability of patrons to ask for what they want and of professional librarians to provide better service at higher levels of efficiency. (JD)

Catastrophes that can have disastrous impacts on information systems are discussed. An information system designer must assume that eventually a disaster will occur, and therefore must plan accordingly. Several approaches to disaster recovery are described, and five key lessons regarding disaster are given. (Author)

The need for appropriate approaches to educational technology research in developing nations is discussed, and two examples of such research, adapted to local technological capabilities, are given. (RAO)

Proposes an approach to evaluation that counters negative bias, i.e., optimistic evaluation research. Procedures and advantages of this approach are discussed. (RAO)