Titlebook: Designing Educational Project and Program Evaluations; A Practical Overview David A. Payne Book 1994 Springer Science+Business Media New Yo

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https://doi.org/10.1007/978-3-540-36420-7to scores on a standardized achievement test. Here we are considering data as coming from a variety of sources, sometimes using paper and pencil or behavioral/performance measures or perhaps using the human observer as an instrument. But no matter what the source, there are some standard criteria that all data should meet.

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Educational Evaluation: Definitions, Purposes, and Processes,tch nine holes before dinnertime when the daydream of a modest 200-yard drive off the first tee was shattered by the ringing of a phone. The call was from the science coordinator of the local school system.

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Designing Educational Project and Program EvaluationsA Practical Overview

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Designing Educational Project and Program Evaluations978-94-011-1376-2

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Qualitative and Ethnographic Evaluation,h site with preformulated research problems and concepts resulting in a predetermined approach to data collection and analysis rather than allowing them to emerge from extensive time and interaction with participants at the site. Rist predicted that as the number of untrained researchers and evaluat

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Book 1994 the approach, framework, or design of anevaluation study. Chapter Four contains a discussion of four majorphilosophical frameworks or metaphors and the implications of theseframeworks for conducting an evaluation. Chapters Five and Sixdescribe predominantly quantitative and qualitative designs,resp

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erned with the approach, framework, or design of anevaluation study. Chapter Four contains a discussion of four majorphilosophical frameworks or metaphors and the implications of theseframeworks for conducting an evaluation. Chapters Five and Sixdescribe predominantly quantitative and qualitative designs,resp978-94-010-4602-2978-94-011-1376-2

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