An Analysis of State Systems for Evaluating Handicapped and Disadvantaged Vocational Education Programs and Services.

Autor/in	Frasier, James Robert
Titel	An Analysis of State Systems for Evaluating Handicapped and Disadvantaged Vocational Education Programs and Services.
Quelle	(1983), (217 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Comparative Analysis; Disabilities; Disadvantaged; Educational Assessment; Educational Quality; Evaluation Criteria; Evaluation Methods; Postsecondary Education; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Rural Areas; Services; Special Education; Special Needs Students; State Programs; Statewide Planning; Systems Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Post-secondary education; Tertiäre Bildung; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Dienstleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Regierungsprogramm; Planwirtschaft; System analysis; Systemanalyse; Ausbildung; Berufsbildung
Abstract	A study identified strategies used in selected rural states for evaluating the effectiveness of vocational programs and services for handicapped and disadvantaged students. During the study, the researcher examined the documents used by 13 rural states to assess their vocational programs for handicapped and disadvantaged individuals. This examination consisted of a content analysis of the actual evaluation instruments and telephone interviews with individuals involved in program evaluation in each state. Based on this analysis, it appeared that the evaluation of vocational education programs for handicapped and disadvantaged students is an organized activity in most rural states, with 10 the 14 states in the study sample having evaluation programs. Nine of these states evaluated vocational programs for special needs students separately from other vocational programs. The predominate evaluation strategy used to assess these vocational programs was to have one or more external evaluators visit each program to interview students and teachers, view program facilities, and observe the program in operation. Recommendations emerging from the study included calls to specify state education agency (SEA) purposes for evaluating vocational programs and to have state program evaluation systems include a mechanism for assessing the impact of program evaluation of the SEA on local education agencies and on specific programs and services. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC