Describes the four phases of the Comprehensive Career Education Model and its curriculum, guidance, and evaluation tasks. (SB)

An outline of 44 evaluator tasks is discussed in terms of its usefulness in defining, evaluating, and improving the position of "educational evaluator ; in adapting the position to the needs of particular institutions; and in designing appropriate evaluator training programs. (JES)

Describes a method for evaluating academic advisement which includes the staff in the evaluation process. The college Advisement Center Self-Study Guide creates an opportunity for program changes and improvements to be developed internally, with its major strength as preventative research. Advisement accreditation standards are outlined. (JAC)

Reviews research on the effects of educational programs on the subjective well-being of older adults. Describes the constructs of happiness, morale, and life satisfaction by specifying their location on temporal, cognitive, and affective dimensions. Recommends outcome measures and research designs for assessing and upgrading educational…

An experiential educational model at the University of Lethbridge is described that allows for both employment and volunteer experiences, involves the awarding of academic credits and places the onus on the student to document the relationship between field experience and academic program. (Author/MLW)

Rational college planning approaches presuppose certain organizational characteristics such as a predictable environment, stable programs, and some consensus on priorities. Institutions with these characteristics will use rational planning models more easily. The experiences of two different universities using a common, rational model are…

Reviews four different approaches to evaluation--decision-oriented, applied research, value-oriented, and systems-oriented--and suggests how each may be applied to the evaluation of instructional programs. Nine references are listed. (Author/CHC)

Suggests geriatric foster care is among the least restrictive alternatives to institutional placement. Outlines the basic prototype principles, including broadly defined client population, maximum accessibility in referral sources, flexible use of existing local services, and uniform statewide quality guidelines. Discusses indicators of success…

Six areas of staff development program evaluation in which participants may be meaningfully involved are: (1) clarification of the program's goals; (2) development of a design for the evaluation study; (3) development of methods for measurement; (4) analysis of information; (5) response to evaluation instruments; and (6) reporting on an evaluation…

A model is described which illustrates two general uses of multiple analyses to evaluate quasi-experiments: obtaining estimates of the treatment effect, and checking the validity of the experiment. (MH)

Presents an evaluation model appropriate for evaluating curriculum-based career education programs, with step-by-step instructions for use. Eighteen tasks for evaluating the implementation of career education curriculum are noted in four model phases: writing the evaluation problem, developing evaluation design, implementing evaluation plans, and…

At Wheaton College, juniors were matched with professional women who served as mentors or career advisors for the academic year. Most students received information about specific occupational fields or graduate schools and support from their mentors. Some benefited from personal information about the mentor's family, background, and life-style.…

Shows how the phases of Stufflebeam's Context, Input, Process, Product paradigm (CIPP) may be used by a program planner to determine whether a multicultural teacher-training workshop should be retained, modified, or eliminated. (Author/SJL)

A model for evaluation of the infusion of career education into teacher-, counselor-, and administrator-preparation programs is examined. Its first component addresses outcomes and/or products resulting from efforts to infuse education personnel-preparation programs with career education concepts. A second component addresses the processes used to…

This article presents the criteria developed by the American Institutes for Research to select evaluated exemplary career education projects across the nation for submission to the Joint Dissemination and Review Panel (JDRP) of the Office of Education (USOE) and the National Institute of Education (NIE). (Author)