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Paulston, Rolland G. – 1979
Traditional quantitative-experimental models of evaluation have failed to contribute to educational reform; they should be supplemented by qualitative-subjective models, which can be grouped under the rubric of naturalistic, or non-experimental evaluation. This naturalistic approach does not attempt to be value-free; rather, it recognizes that…
Descriptors: Classification, Conflict Resolution, Critical Thinking, Educational Change
