"Qualitative evaluation" is the theme of this issue of the California Journal of Teacher Education. Ralph Tyler states that evaluation is essentially descriptive, and using numbers does not solve basic problems. Martha Elin Vernazza examines the issue of objectivity in history and its implications for evaluation. She posits that the…

This publication presents the latest findings about the effects of Title I programs in the Cleveland, Ohio, schools. These evaluation reports cover the 1979-80 program period, and present information about the effectiveness of each program in attaining the objectives proposed for each component. The programs include: Child Development Project;…

Six workshop plans that can engage the audience in a school system while communicating knowledge about evaluation, evaluation methodology, or evaluation findings are presented. Recognition of user characteristics is the key to these workshop designs. The designs are labelled "script,""forcast,""simulated…

This resource book examines the value-added model approach when used in assessing early childhood Title I (ECT-I) programs. The evaluation design must be able to separate program effects from natural maturation. The basic idea behind the value-added model builds on the notion of natural maturation. The major strengths are that it does not require…

The methods used in the Teacher Corps Program Evaluation are based principally on the importance of securing the cooperation of local participants during data collection. Several principles concerning local cooperation were established and explained. These included encouraging active participation, encouraging local review of instruments,…

In the past several years, evaluation researchers and practitioners have become concerned about the apparent failure to utilize evaluation information. A simplified model of decision making is presented, in which the decision maker is confronted with a situation requiring a choice, generates potential solutions, assesses the probabilities that a…

This monograph is one of 12 that address various topics in the area of CETA/education linkages. They were designed to provide those individuals interested in the development and implementation of CETA/education linkages with information that will serve to enhance the quality of existing programs and facilitate the efficient and effective…

As the emphasis on the inclusion of evaluation and assessment activities in the development and implementation of various school programs has increased, so has the need to address the question of whether or not these strategies can or do effectively assist in bringing about school change or program improvement. The following are conditions or…

The third party evaluation report of Project ESURG (Exemplary Systems Unique for Rural Gifted) is based on data gathered during the academic year 1979-80. The evaluation overview reports that generally the goals of the project were effectively met, that the contact schools involved in the project appear to be pleased with Project staff members,…

Three specific points are made about helping program managers improve their use of information: (1) program managers appear to be the easiest group for evaluators to work with to improve use; (2) realistically, these managers may be the most difficult group to help; and (3) several strategies exist that evaluators use to help program people…

The terms "rigor" and "relevance" most often surface in discussions of methodological adequacy. Assessing epistemological relevance is equivalent to answering the question, "Is this particular research question worth asking at all?" Epistemological rigor refers to the properties of a "researchable" problem.…

This manual is designed to benefit those interested in the improvement of small programs, focusing on techniques used to check on a program's goal achievement. A small program is defined, for the purpose of this manual, as one that affects a limited number of students (less than 100) and is taught by a limited staff (5 or less) with limited or no…

The second in a series of 16 self study and evaluation guides for accreditation of agencies serving the blind and visually handicapped focuses on the school profile. Among items considered are organizational patterns, followup studies, staff assignments and certification, information on handicapping conditions in addition to visual impairment,…

The self study guide designed for accreditation of programs serving the blind and visually handicapped covers function and structure standards, standards address five areas: basic characteristics of the organization (legal base, planning, consumer rights), governing authority, the Chief administrator, basic administrative structure (fees for…

Outside evaluators of a writing program can assess the program's effectiveness, can support the work in a program that has become visible and subject to criticism, are easier to listen to than local faculty members, and can help clarify and resolve conflicting notions members of the department may have about the program's reason for being. First,…