Five sequential steps form a model for developing, implementing, and evaluating a career education program for handicapped students: assessing students' needs; identifying specific career education goals; identifying barriers and facilitators; generating intermediate objectives; and measuring program effectiveness. (CL)

Discusses why measuring behavior change is an effective way to project how the training program is contributing to the objectives of the organization and reducing operating costs. (CT)

Reports on the first intensive evaluation of the Private Sector Initiative Program. Recommends that Congress and the Labor Department should refrain from changing PSIP's structure, allow time for it to develop fully at the local level, continue to observe local developments closely, and learn from the experience. (CT)

Research on the School Health Curriculum Project is analyzed, including research on instrumentation development as well as on research assessing project impact on health knowledge, attitudes, and practices of those students exposed to the project. (JMF)

A checklist is provided for development and implementation of a health education curriculum. (JD)

A statistically proper method for evaluating change in cardiorespiratory performance as a function of experimental condition is presented.(JD)

Evaluates the effects of a management development program in which women administrators, professionals, and supervisors received training for upward career mobility. Assertiveness and attitudes toward women significantly improved for administrators and professionals but significantly declined for the supervisors. (Author/IRT)

Addresses the problems associated with deliberation: (1) hyperindividualism; (2) limited public dialog; and (3) increased hegemony of science and technology. Describes the naturalistic evaluation model used in rural Kentucky to critique the application of the National Issues Forum methodology. (JOW)

Describes the Youth Development Learning Network's extended evaluation, a collaboration of funders, program administrators, youth workers, and evaluators, that illustrates the process of building capacity for youth and youth workers. (SLD)

Suggests that the key issue in the evaluation problem scenario is not so much an ethical problem as it is a strategic problem. The evaluator needs to be educator, change agent, and organizational development practitioner to make this evaluation a success. (SLD)

Describes the evaluation of a mentoring-based staff development project at the Hong Kong Polytechnic University entitled "Effective English Communication for Teaching and Research." Data from surveys, in-depth case studies of participants, and interviews demonstrate how multiple measures of program effectiveness offer a richer view of…

Examines how participants in trade union courses can effectively influence their learning experience through discussion, consultation, and negotiation with the instructor while the training activity is in progress. (JOW)

Research and evaluation are tools that can help validate experiential education practice and provide a better understanding of it. Defines types of research and evaluation and discusses the benefits of these activities. Reasons for conducting research include (1) gaining support and credibility; (2) program improvement; and (3) marketing. (KS)

Discusses current issues in theory-driven evaluation from the perspective of the evaluation practice literature. Confirmatory program evaluation is proposed as one way to use theory, in combination with quantitative analytical techniques, to assess the effects of social and educational programs. An illustration is provided in the evaluation of a…

Describes and presents evaluation evidence of a long-term clinical supervision program for school counselors. Results show that peer group clinical supervision of school counselors is a feasible route to enhanced perceptions of professionalism. Participants viewed their peer group clinical supervision program to be a worthwhile and valuable…