Vocational Education for the Handicapped: Perspectives on Program Evaluation. Personnel Development Series: Document 4.

Autor/inn/en	Albright, Leonard; Markel, Geraldine
Institution	Illinois Univ., Urbana. Leadership Training Inst./Vocational and Special Education.
Titel	Vocational Education for the Handicapped: Perspectives on Program Evaluation. Personnel Development Series: Document 4.
Quelle	(1982), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Vocational Education; Case Studies; Disabilities; Evaluation Methods; Faculty Development; Graduate Surveys; Higher Education; Inservice Teacher Education; Planning; Postsecondary Education; Preservice Teacher Education; Program Development; Program Evaluation; Program Implementation; Special Education; Special Education Teachers; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Ablaufplanung; Planungsprozess; Post-secondary education; Tertiäre Bildung; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Ausbilder
Abstract	This document is a monograph in a personnel development series addressing issues that are pertinent for policy-making personnel concerned with program evaluation and personnel preparation. The major intent of the monograph is to present a variety of evaluation practices and procedures used in the evolution of a vocational/special education personnel preparation program. As a means of illustrating and discussing the major evaluation points in a program, a three-phase view of program evaluation is delineated. Section 1 considers planning evaluation (determining program goals and selecting the program strategy). Section 2 describes process evaluation focusing on the implementation aspects of a program. Three case examples describe evaluation activities conducted for a short-term workshop, a course, and an inservice project. Section 3 examines impact evaluation that looks at the outcomes and effects of a program on its graduates and their respective work environments. Two case examples of impact evaluation designs in vocational/special education personnel preparation projects are highlighted. A final section suggests procedures and guidelines to increase use of evaluation findings. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01