ERIC Number: ED212158
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Ethics Involved in the Evaluation of Bilingual Education.
Gonzalez, Juan C.; Baumanis, Dace I.
This paper maintains that evaluation of bilingual programs must not only be true, it must also be just. The evaluator's perception of justice will affect how he/she will determine program effectiveness; consequently, it will color findings and recommendations. Bilingual education programs are, in fact, social action programs, as defined by the Elementary Secondary Education Act; therefore, they demand appropriate evaluation methods. The first model discussed, the egalitarian-utilitarian approach, is found inadequate because utilitarian ethics stress the overall needs of individuals in a society with particular emphasis on satisfaction of upper-class needs. These ethics contradict bilingual program goals, which stress the special and individual needs of students. It is suggested that an evaluation system based on intuitionist/pluralist ethics would be more just. Intuitionist/pluralist ethics have a multiplicity of principles for making judgments, with no priority rules for weighing judgments against each other. The case study approach, incorporated into an intuitionist/pluralist ethical model, is described and advocated as a model which will be effective because the findings will have been collected and validated for a particular audience and will include opinions and evaluations of persons who are actively involved in the program. (AMH)
Descriptors: Bilingual Education, Case Studies, Educational Objectives, Elementary Secondary Education, Ethics, Justice, Models, Program Evaluation, Social Action, Student Needs
Not available separately. See FL 012 738.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Eastern Michigan Univ., Ypsilanti.