Defines evaluation and demonstrates that the general concept of evaluation can provide significant information for both the assessment of personnel as well as the assessment of the curriculum that is currently in place in the schools. Describes five steps that should be used in any evaluation. (Author/RK)

Three postulates are proposed concerning the manner in which persons infer the validity of propositions that do not necessarily follow logically from the information available. Implications of the proposed postulates for existing formulations of social inference and cognitive organization are discussed. (Editor/RK)

The author, presently teaching at West Georgia College, describes a packet of materials entitled "Guidelines", which is an itemization and explanation of course assignments, a number of forms for information, data collection and evaluation purposes, and a position paper, representing her thinking about the process of education and matters of…

Notes that behind its unique classroom activities--the foreign language courses and the dance lessons--the alternative school program of the Cincinnati School District is largely a network of unknowns. (Author/AM)

Cicchetti and Ryan criticize Beutler et al's recent report. They claim that it suggests using the number of patients rather than the number of therapists as the appropriate unit for analyzing the reliability of process psychotherapy variables. In response, Beutler states that the criticism confounds methodological and statistical issues. (NG)

Describes a study which compiled criteria for good books for early childhood from the writings of twelve selected authorities in the field of children's literature and an additional study of a group of educators' opinions of these criteria. (JM)

Presents techniques for reading and writing poetry with intermediate grade children. (AA)

Reviews the main features of the model, the steps that led to its development, and appropriate approaches to evaluating its adequacy. (AA)

Five basic definitions of evaluation are identified: (1) evaluation as measurement; (2) evaluation as professional judgment; (3) evaluation as the assessment of congruence between performance and objectives (or standards of performance); (4) decision-oriented evaluation; and (5) goal-free/responsive evaluation. (Editor/LBH)

Reviews some basic definitions, concepts, and principles of evaluation. Also discusses the sequence of steps that are necessary if evaluation of teachers is to be effective and the variables that affect the learning process, considered the major factor in evaluating teachers. (Author/RK)

Discusses the legal structure of policy boards relative to Teacher Centers and the normative processes that become institutionalized as Teacher Centers are formed and become operational, i.e., the communication patterns, linkages, ways of working. (Author/RK)

The author presents an evaluative instrument for identifying the professional productivity of health and physical education faculty at the university level. (MJB)

This study addresses the concept of "absentee-proneness", the notion that a small percentage of employees are responsible for a great percentage of absenteeism. Results showed that a core of employees was responsible for the vast majority of absenteeism in any one quarter, but that the core changed from quarter to quarter. (Editor)

Recommends a functional/experiential approach to analysis and judgment of multimedia presentations, emphasizing structure and style of presentation, technical and aesthetic factors, value to the audience, and the critic's personal reactions. (VT)