This document reports the first-year activities of Teacher Corps projects demonstrating the training framework entitled, Adaptation of Research Findings. These projects incorporate into their design the results of research, empirical practices and processes that have proven effective and relevant to the educational processes for schools serving low-income populations. Chapter I provides an overview. Chapter II presents an in-depth look at the evaluation process and discusses the differences between impact and process evaluations. A comparison is made among projects that focus on either student outcomes, teacher outcomes, or institutional outcomes, and the implications of these different foci are discussed. Considerations of where to begin to conceptualize the evaluation process are presented in Chapter III. The fourth chapter discusses the design of impact evaluation studies and presents some alternative approaches to evaluation such as quasi-experimental designs and the establishment of criterion standards. Chapter V discusses the design and selection of evaluation instruments. A variety of instruments are considered as well as behavioral indicators that can be used to evaluate project outcomes. Chapter VI argues that the process of evaluating ongoing activities during the course of the project is of critical importance both to the management of the project and to the eventual sharing of the project's outcomes. The importance of careful preparation of data gathered during the evaluation process is considered in Chapter VII, and the importance of the organization, display, and interpretation of data in order to maximize usefulness is emphasized. Chapter VIII focuses on some of the major problems that arise in the impact evaluation process. The final chapter summarizes the importance of both process and impact evaluations. (MM)