How the author developed a survey instrument, an evaluation procedure, and a summary of findings of his evaluation of California's media programs. (HB)

How the Learning Resources Center staff at Eastfield College (Texas) developed and implemented a simple yet effective system for ongoing evaluation. (HB)

Evaluations of the interim term or 4-1-4 program at various colleges have been generally favorable. A detailed evaluation of the Rider College interim study program based on faculty and student reports indicated that the more nontraditionally oriented courses were rated higher than the more traditional offerings. (Editor/PG)

Hartford Boys School in Cheshire was a trial school for the Keele Integrated Studies Project. Author, Head of the new Humanities Department since 1970, discussed their experience over the past four years. (Editor/RK)

This evaluation report of one alternative high school in New York City analyzes the academic achievement, attendance, testing, academic credit, English language proficiency, and attitudes of the sixty minority students who attended this urban prep school in Chinatown. Three fifths of the students in the program were recent Chinese immigrants. The…

The major potentials and pitfalls of adversary evaluation in education are discussed. Reasons why the courtroom model may have limited utility, and the difficulties in the debate model are identified. It is argued that the existence of opposing viewpoints is the core of adversary evaluation, not adherence to existing formats for presenting…

This is a report of a Teacher Education Council (TEC), School of Education, University of Massachusetts study of 21 inservice programs, and 310 participants, currently enrolled for 1975-76. The research is designed to gain information from inservice enrollees on how well the programs are implementing the TEC inservice guidelines. A 32-item…

This evaluation report for the 1976-77 Tacoma Public Schools Emergency School Aid Act (ESAA) program is organized around the six priority needs and eleven related objectives which were specified in the applications for funds. Each need and objective is listed along with related data. Conclusions about objective attainment are made in terms of…

This booklet presents the Oregon State Standards for Intermediate Education Districts, which were adopted by the State Board of Education in August 1977 and will take effect in July 1978. The booklet is intended to guide the state's standardization teams in their periodic onsite evaluations of individual intermediate education districts (IEDs) and…

This monograph is one of four reports that describe the Model Schools Project of the National Association of Secondary School Principals. The Model Schools Project involved 32 junior and senior high schools in a five-year effort to provide individualized learning strategies for their students. This particular monograph describes the evaluative…

An alternative evaluation procedure is critiqued that utilizes both a time-series design and a time-series data analytic procedure. The bases for this critique are the authors' experiences and reflections upon their involvement in a recently completed evaluation project that used a time-series approach. The study was a sixteen month evaluation of…

Described in the paper by F. Hertlein, D. Konopasek, and S. Stile are the planning, implementation, and evaluation of a 3-day workshop to train professionals and paraprofessionals about mental retardation. An overview of workshop content (including sessions on normalization and behavior management) is given, and considerations in planning,…

Reported is an evaluation study involving learning disabled (LD) children (6 to 13 years old) in 23 LD programs in which children with successful outcomes were compared to children with unsuccessful outcomes. Among conclusions discussed are that Ss in the successful outcome group did not differ from those in the unsuccessful outcome group in age,…

This program, funded under Elementary and Secondary Education Act Title I, for eligible non-public school students in New York City consisted of corrective mathematics services and other supportive services. The supportive services were guidance, homework help and paraprofessional assistance. The program was aimed at first through twelfth graders,…