Evaluability assessment is a diagnostic and prescriptive technique that can be used to determine the extent to which different problems inhibit program evaluation. It involves policymakers, managers, and staff in developing program theory, clarifying intended uses of evaluation information, and planning further evaluations that would stimulate…

Explains the issue theme, which is alternate delivery systems for vocational education. Somewhat fewer delivery systems were identified than was anticipated. (CH)

Two student-initiated volunteer projects that became independent community-based organizations are examined with attention to building appropriate partnerships at each stage of program development, and the characteristics of these partnerships: clear communication, shared goals, mutual respect and trust, complimentary roles/skills,…

Outlines process of putting together a local week-long day camp: assessing community resources, developing a curriculum, choosing the staff (coordinator; teachers/counselors; assistants; directors of art, recreation, and music) and marketing the program. (NEC)

Many institutions have adopted the guidelines on AIDS in "The General Statement on Institutional Response to AIDS," written by the American Council on Education in cooperation with the American College Health Association. Three steps for developing a campus response include designate campus committee, develop education program, and…

The Mentor School System (Ohio) recreated the role of department coordinator in all its secondary schools to develop a cadre of instructional leaders to break down the barriers between administrators and the classroom. (MD)

Eight issues in planning and implementing outcomes-focused assessment are presented including: multiple measures are more desirable than a single standardized examination, faculty involvement is essential, performance-based funding should be derived from additional resources, etc. (Author/MLW)

High school vocational agriculture teachers completed a closed-form questionnaire designed to determine their perceptions of the role of selected external factors and programmatic components in program planning. External factors receiving high ratings were teacher quality/retention and funding. Program components of perceived importance include…

Highlights major sections of the National Institute of Education's publication "Involvement in Learning: Realizing the Potential of American Higher Education" and the Carnegie Foundation report "The Undergraduate Experience in America" that have implications for residence life professionals. Offers suggestions for developing new programs and…

Reviews the steps involved in developing a continuing education program at a community college: determine whether to take on the job; assess the existing continuing education activities at the college and the institution's perspective on continuing education; determine the community's perspective on the college; and plan for the future. (DMM)

The Virginia Beach (VA) schools provide a comprehensive, highly structured, and creative art curriculum that is as balanced and specific as the basic subjects curriculum. (Author/MD)

A questionnaire was administered to university and high school students enrolled in drug education programs to survey the credibility of various message sources. Doctoral-level university-trained professionals with relevant experience were found to be the message source deemed most credible by both groups of students. (Author/MT)

This article describes the training process developed for teachers when the Columbus, Ohio, public schools decided to introduce Student Team Learning in the middle schools and the intermediate elementary grades. (MT)

Elements of a program development model are discussed, including change requirements, maintenance requirements, and development of a problem-solving management plan (identify problems based on needs, determine solution requirements and identify solution alternatives, select solution strategies from among alternatives, implement solution…

Faculty from the Lienhard School of Nursing who designed the Clinical Practice Unit--one of the country's first nurse-managed centers--discuss the problems they faced and how they expanded the unit to serve the entire university community with funding from PACE University and the W. K. Kellogg Foundation. (CT)