Many studies of immigrant students in education focus on a single point in time. As a result, explanations of the performance of immigrant and minority students tend to be static, emphasising enduring socioeconomic, school or cultural factors. This article examines the dynamics of the differences in educational outcomes between immigrant and…

Substantial increases in the size of many undergraduate classes in recent years have limited the ways in which students can engage with their disciplines and become active participants in their learning. This paper presents a methodology which uses a basic WebCT platform to improve the way in which students in large classes learn. The approach,…

This paper investigates the complex interactions that occur as teachers meet online to justify and negotiate their assessment judgements of student work across relatively large and geographically dispersed populations. Drawing from sociocultural theories of learning and technology, the technology is positioned as playing a role in either…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

This handbook consists of standards and assessment forms for use in evaluating technology education programs. The standards were developed by the United States Office of Education through a contract with the Virginia Polytechnic Institute. The standards are divided under 10 topic headings: philosophy, instructional program, student population…

Values and beliefs underlying assumptions concerning the independent evaluations of persons and programs involved in the educational process are discussed. Particular emphasis is placed on M. Scriven's treatise on bias in evaluation (1976). Works by E. R. House, R. E. Stake, L. Stenhouse, M. Parlett and D. Hamilton, and D. L. Stufflebeam are also…

During its first 14 years of existence, the National Assessment of Educational Progress (NAEP) was located at the Education Commission of the States (ECS). This annotated bibliography of 575 references lists all major publications by or about NAEP published between 1969 and 1983. References are in a classified arrangement, by specific or special…

The emerging concept of program theory and its function in program evaluation practice is the central focus of this paper. It appears that the traditional decision/adoption model, when considered in conjunction with the institutionalized beliefs, values, and methodological procedures of the state Cooperative Extension Services, meets the criteria…

Three problems in determining educational productivity are identifying the desired outcomes, identifying relative values of various inputs, and developing adequate measurements of both outputs and inputs. (HMD)

Proposes a framework to conceptualize and define the curriculum and instructional components of education and discusses some of the implications that the use of such a framework has for evaluators. (Author)

An overview of four models of naturalistic evaluation of arts education is presented for visual arts education administrators: illuminative, responsive, criticism, and naturalistic. The first method is illuminative evaluation. It focuses on description and interpretation, rather than standardized measurement and control. Concentrating on the…

The study reported here is part of a larger project which provides baseline data on local school district evaluation offices: their organization, financing, personnel, activities and relationships to other district functions. This analysis explores the relationship of the characteristics of the context in which an evaluation takes place, such as…

The purpose of the National Assessment of Educational Progress is to determine what young Americans know and can do, and to measure changes in their educational achievement over time. Several learning areas are monitored: reading and literature, writing, mathematics, science, social studies and citizenship, art, music, and career and occupational…