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An Overview and Some Foundations

  • John W. Wick
Chapter
  • 46 Downloads
Part of the Evaluation in Education and Human Services book series (EEHS, volume 14)

Abstract

One step in the evaluate-your-instruction process asks, “Which person, or explicitly definable group of people, is in charge of the learning event about to be evaluated?” The question addresses issues like content (who can decide what to present?), classroom organization (who decides if it will be individualized, small groups, whole group, lecture, or whatever?), teacher behavior, and expected student behavior. It seems like a reasonable question; to some, a question whose answer is so obvious it does not need asking.

Keywords

Elementary School Reading Comprehension Learning Event Teacher Behavior Reading Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. ASCD Update (1986). “Who should say what all should know?” 28(1):1,6.Google Scholar
  2. Mager, R.F. (1962). Preparing Instructional Objectives. Palo Alto, CA: Fearon.Google Scholar
  3. National Commission on Excellence in Education (1983). A Nation at Risk: The Imperative For Educational Reform. Washington, D.C.: U.S. Government Printing Office.Google Scholar
  4. Nevo, D. (1983). “The conceptualization of educational evaluation.” Review of Educational Research 53 (1): 117–28.Google Scholar
  5. Popham, W.J., Cruse, K.L., Rankin, S.C., Sandifer, P.D., and Williams, P.L. (1985). “Measurement-driven instruction: It’s on the road.” Phi Delta Kappan 66(9):628–634.Google Scholar
  6. Sergiovani, T.J. and Carver, F.D. (1980). The New School Executive. New York: Harper and Row.Google Scholar

Copyright information

© Kluwer Academic Publishers 1987

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  • John W. Wick

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