Defines equality of education in three areas: 1) by the degree of integration of school systems; 2) by a comparison of material resources and assets in education; and 3) by the effects of schooling as measured by the mean scores of groups on standardized tests. Available from: College of Education, 107 Quadrangle, Iowa State University, Ames, Iowa…

Discusses the ongoing evaluation of classroom activities, program content, and teaching methods, through a process referred to by the author as "documentation." Among items which may be collected as part of this process are materials produced by individual children, anecdotal notes, goal statements, and teacher journals. Demonstrates how this…

How well Canadian social studies education relates to world issues and the "new social studies" as defined in the United States is examined. (Author/DE)

Presents three short papers. The first defends the humanistic approach to education; the second defends the value of behavioral objectives and evaluation techniques in education; the third argues that humanism and behaviorism are not necessarily contradictory and that both approaches have their place. (JG)

A national census of educational quality is advocated to keep a constant check on the overall quality of American education. Why the National Assessment of Educational Progress (NAEP) cannot fill the role is explained, and specific recommendations of what should be included in the census are enumerated. (MT)

Presents an inventory to assess district-level and building-level employees' perceptions about management and communication in their school system. Includes an explanation of how to use the inventory for application to local concerns and a 10-item "climate inventory assessment factors" inventory. (CJH)

While technically accurate, the "Standards for Evaluation of Educational Programs, Projects and Materials" embodies unrealistic and untenable assumptions about policy, its implementation, its development, and the evaluator's role. Three educational evaluation studies in the United Kingdom and Pakistan are used to illustrate the author's…

The "Standards for Evaluation of Educational Programs, Projects and Materials" focuses on contextual influences at the individual research project level. Macro-level political and organizational factors can be preconditions for applying the standards at project level. A study of Dutch educational evaluation research is used to illustrate…

Psychometric problems and potential design flaws must be considered as institutions attempt to document the influence of the college experience on student development. Problems related to conceptual issues, psychometric questions, or research designs are analyzed. (MLW)

Institutional researchers must bring measurement theorists and assessment practitioners together to develop new and more suitable methods for assessing developmental changes in groups of students. (Author/MLW)

Points out that art in U.S. community colleges is important and enduring but not obviously central to institutional mission. Discusses results from a survey indicating students reported much greater gains in self-confidence, respect for other people, openness toward new ideas, employable skills, and an awareness of alternatives in education and…

Presents the National Endowment for the Arts' summary of educational needs, program emphases, and future directions as contained in its "Five-Year Planning Document, 1990-1994." Provides an overview of the 1988-1994 planning document, as well as a comparison of previous and current observations regarding the National Endowment's…

The development and use of microteaching are discussed briefly. Research on modeling, practice, and feedback is reviewed; and studies of the overall outcomes of microteaching and conceptual models underlying microteaching are discussed. Few conclusions can be drawn about the effectiveness of microteaching. (TJH)

An interview with the Illinois State director of research and evaluation, covers issues related to commissioning and using evaluators. Pancrazio's position is with the State Board of Education. Focus is on the preparation of research reports to facilitate decision making and policy making. (TJH)

Five faculty members were interviewed about the impact of campus assessment activities on their roles and responsibilities. Three areas of concern were students (what they need to know and what can be expected of them); teaching (how classroom methods follow from higher expectations of students); and faculty roles and responsibilities. (MLW)