The purpose of this concluding chapter has been to stimulate creative thinking about how to use cases for evaluation teaching and training. The preparation of professional evaluators presents special challenges. Imaginative new teaching and training resources are appearing, as evidenced by the special sections on evaluation teaching that now…

Involving producing, analyzing, and using information, evaluation is the central discipline of the information age. Both traditional criteria for good evaluation and standards formulated in 1981 prescribe evaluations that are useful, practical, ethical, and accurate. The burning question in evaluation is the utilization of information for…

This paper reviews what has been learned about evaluation ultilization during the past 20 years. Evaluation utilization is discussed in terms of what is used, who uses evaluation, when evaluation is used, how evaluation is used, where evaluation is used, and why evaluation is used. It is suggested that the personal factor - the interests and…

The problem in teaching introductory sociology is to determine what can be extracted from the sociological tradition and the current crisis in sociology that will help students lead more meaningful lives. The answer lies in kindling the sociological imagination by the development of a sociology curriculum based upon the study of contemporary youth…

This monograph is one of a continuing series initiated to provide materials for teachers, parents, school administrators, and governmental decision-makers that might encourage reexamination of a range of evaluation issues and perspectives about schools and schooling. This monograph is a description and analysis of two contrasting paradigms: one…

Parental reaction to open education in North Dakota was studied. The hypotheses predicted that there would be less parental acceptance of and support for the open classroom according to: the greater the classroom openness; the less the parents' cosmopoliteness, the smaller the town population, the older the parents, the lower the informational…

The author suggests that the business of extension is getting people to apply knowledge and use information. He makes observations concerning people and their use of information and knowledge. He presents five characteristics upon which future extension programs should be built. (CT)

A utilization-focused approach in evaluating a problem-solving skills training program (see TM 510 179) would have placed more emphasis on identifying evaluation users, their information needs, and likely use of findings. Other methods options are also discussed, along with how to prepare decision makers for utilization. (Author/BW)

This synthesis of the previous articles concludes that cultural considerations are important for effective evaluation practice. Culturally sensitive and situationally responsive evaluation practices can contribute to international understanding. (BS)

Explores the commonality between effective extension education and effective evaluations, illustrating similar principles and processes both involve. (JOW)

This new edition offers an evaluation text that ranges from identifying the primary users of an evaluation to focusing the evaluation, making methods decisions, analyzing data, and presenting findings. Both practical and theoretical, the book tells how to conduct program evaluations and why they should be conducted in the manner prescribed. Each…

The "CSE Program Evaluation Kit" is a series of nine books intended to assist people conducting program evaluations. This volume, the fourth in the kit, explains the basic assumptions underlying qualitative procedures, suggests evaluation situations where qualitative designs are useful, and provides guidelines for designing qualitative…

Methodological paradigms in evaluation research are discussed. This article is a response to the attacks on paradigmatic perspectives made by Reichardt and Cook in the opening chapter of their edited book, "Qualitative and Quantitative Methods in Evaluation Research." (Author/GK)

Reviews the process employed in evaluating the national 4-H program. Holds that the evaluation design was influenced by political, rather than methodological, concerns. Takes examples from the 4-H evaluation to illustrate dilemmas that have emerged in current evaluation process and theory. (Author/GC)

Presents an external review of the evaluation process involved in evaluating the national 4-H program. Focuses on issues and lessons relevant to evaluation and research in general. Discusses specific problems encountered in the 4-H national evaluation. (CS)