Political groups, social movements, and organizational influences are sources of values which influence an evaluation study. Value positions can help define and delineate an evaluation problem but, if the values influencing the results are not explicit, the evaluative research may be viewed as something other than it actually is. (BW)

Identifies universal themes from different definitions of industrial arts that have evolved to assess the amount of progress or stagnation that has taken place in the past 10 to 15 years. (CT)

Discusses a cooperative effort between Gulf Oil Corporation and Chatham College in Pittsburgh to offer a career development program for women. Details the organization, content, and assessment of the program. (JOW)

Certain expectations that federal officials have about evaluation researchers are discussed. Included are: (1) presence of a clear understanding of what evaluation means; (2) procedure for carrying out an evaluation; and (3) understanding by the evaluator of how the research relates to the decision-making process. (Author/GK)

Critiques two central issues of measurement as applied to the evaluation of student progress in cooperative education: reliability and validity. Urges the synthesis of measurement and professional judgment in all phases of the evaluation process. (SK)

Presents an assessment of the implementation of the Career Education Incentive Act program. A major finding was that the goals of widespread career education implementation as a result of the Act were probably unattainable, given the low levels of funding provided to states during the first years of operation. (CT)

Examines the interrelationship between the National Diffusion Network and the Office of Career Education. Discusses initial collaborative efforts (fiscal year 1979), further efforts (fiscal year 1980), and plans for the future. (CT)

Attempts to develop a standardized set of program objectives which could be used in designing, implementing, operating, and evaluating postsecondary marketing and distributive education programs and which would ultimately result in a degree of program standardization. (CT)

The curriculum implementation models reviewed utilize observation techniques, focused interviews, questionnaires, and content analysis. Concludes that determining the relationship between the level of program implementation and program outcomes prevents curriculum from becoming ineffective. (KC)

Provides an observation checklist that enables school administrators to discuss with teachers specific aspects of successful remedial reading instruction. (Author/FL)

The development and field testing of a model used to evaluate the vocational education programs in a metropolitan community college system are reported; it can also be implemented on vocational programs at other institutions. (Author/JKS)

The processes and purposes of accreditation are described, and the activities of the National Council for Accreditation of Teacher Education are discussed. (JD)

A combination of survey techniques such as interviews and open-ended questions is used by the University of Kentucky to evaluate its teacher education programs. (LH)

Differing points of view on the relative merits of open schools and traditional schools are examined. (JD)

Attempted to evaluate a readily available comprehensive bibliothearpy smoking cessation program and the impact of smoking and nonsmoking behavior of a spouse on the individual to stop smoking. Results suggest that motivation is an important variable in smoking cessation. (Author)