Context and input measures offer potential for vocational education program evaluation. Problems of measurement in context evaluation are primarily related to decisions on the appropriateness of data and how data should be interpreted. When program goals have been established, input evaluation is used to determine how available resources can be…

This paper examines the goals of education which should include the transmission of knowledge, training of skills necessary in a technological society, training of intellectual/abstractive capacities, autonomy and flexibility, and healthy personal and interpersonal functioning. The author argues that a process-oriented classroom approach is more…

Three nontraditional study programs at the University of Minnesota provide the setting of this study to determine what kinds of persons become students in a given program and what factors make their experience in a program a successful one. A questionnaire was distributed to students in the Experimental College, the University Without Walls, and…

This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman…