THE TWO PROGRAMS REVIEWED ARE THE DEMONSTRATION GUIDANCE PROJECT AND HIGHER HORIZONS PROGRAM. CHARACTERISTICS OF THE DEMONSTRATION GUIDANCE PROJECT INCLUDED EXTRA TEACHERS, SPECIAL TUTORING, GROUP AND INDIVIDUAL GUIDANCE AND COUNSELING, CLINICAL SERVICES, INTENSIVE COURSES IN ENGLISH, CULTURAL, AND ARTISTIC EVENTS. THE PROJECT STARTED WITH JUNIOR…

VARIOUS ASPECTS OF THE PALO ALTO GUIDANCE PROGRAM WERE PRESENTED AT THE CONFERENCE. THE OBJECTIVES OF THE PROGRAM WERE BASED ON THE BELIEF THAT GUIDANCE SHOULD FOSTER INDIVIDUALIZATION IN THE DEVELOPMENT OF ALL CHILDREN BY PROVIDING CONDITIONS WHICH WOULD ENSURE THIS INDIVIDUALIZATION. THESE TWO THEORETICAL CONSTRUCTS, REINFORCEMENT THEORY AND…

Project Upper Cumberland was a three year endeavor which served 16 Tennessee counties. The final report and evaluation, in three documents, summarizes the three innovative programs which it engendered: (1) teacher inservice training, emphasizing human relations; (2) a pilot cultural arts program (art, music, drama) for grades 1-12; and (3) a pilot…

Instruments and methods are considered by many the nuts and bolts of school testing programs, for both individuals and groups. Too often, the individual is lost in the machinery of such a school program, and data collected becomes the end product of appraisal and assessment. Programs of student appraisal procedures should be developed around eight…

Three forms of evaluation are required to fully evaluate comprehensive school guidance programs. First, the program must be reviewed using program standards, evidence, and documentation to establish that a written guidance program exists in a school district and that the written program matches the implemented program. Second, guidance program…

Argues that the child guidance clinic, linchpin of the child guidance service, is an expensive, ineffective, and wrongly conceived institution. Does not discuss the needs of preschoolers, services by special classes, nor special schools for maladjusted pupils. (RJ)

Needed evaluation of programs can be achieved by applying to the guidance process the learner based evaluation procedure being developed for use with classroom instruction: (1) evaluation of outcomes; (2) informed selection of materials; (3) subsequent identification of process variables related to goal achievement. Presented at APGA, Las Vegas…

Focused on one reason for insufficient evaluation--lack of goals and objectives--by identifying goals and specific outcome variables and their measures. American School Counselor Association guidelines served as a starting point for goals, and guidance journal articles from the past 15 years were sources for variables and measures. (Author)

Describes results-based guidance, a systems approach to student support programs. Outlines factors that have contributed to the changes in the duties and responsibilities of guidance counselors and the basis of the competency-based approach in guidance counseling. Details elements of the results-based guidance program. (GCP)

Article shares ideas learned from the challenges of implementing a program evaluation infrastructure for a comprehensive developmental, guidance, and counseling program (CDGC). The benefits of continuous program evaluation for staff and students were evident in this urban school district. Developing support for sustainable program evaluation…

This paper reports on research into how effective non-statutory guidance has been in managing the primary science curriculum in England. A small-scale qualitative study was used to elicit the views of teachers, local education authority advisors, an Ofsted inspector and a policy-maker. The findings indicate that the guidance is influencing the…

Evaluating the effectiveness of career guidance programs is a complex process, and few comprehensive models for evaluating such programs exist. Evaluation of career guidance programs has been hampered by the myth that program outcomes are uniform and monolithic. Findings from studies of attribute treatment interactions have revealed only a few…

The 1987-88 status of the Guaranteed Guidance and Counseling Program of the Portland Public Schools (Oregon), which was piloted in 1983-84, is described and evaluated. The program is based on a model of secondary school guidance and counseling that: (1) lets schools determine what services are delivered; and (2) emphasizes group, rather than…

The elementary counselor program has been operating in the Pittsburgh public schools since 1966. The program is designed to provide and promote the early identification and treatment of those social, psychological, and educational problems which interfere with a child's educational attainment. The 1967-1968 evaluation dealt with two major areas of…