By James W. Altschuld, David D. Kumar
"James Altschuld, David Kumar, and their bankruptcy authors have produced an upbeat, provocative, visionary, and necessary quantity on academic overview. Of targeted application is its grounding in concerns and practices in terms of reviews of technological know-how and expertise schooling. The ebook may still charm and be beneficial to a variety of individuals concerned about reviews of academic coverage, courses, and (less so) technology academics. those folks contain technology and know-how schooling specialists, academic policymakers, officers of the nationwide technological know-how starting place, college directors, school room academics, overview teachers, evaluate methodologists, training evaluators, and attempt builders, between others. Contents reflecting overseas reviews of curriculum, evaluate of distance schooling, and overview of expertise usage in Australian colleges, in addition to reviews in the USA should still make the ebook beautiful to a global viewers. in addition, it presents a world standpoint for assessing and strengthening academic evaluate within the US."
Daniel L. Stufflebeam, Professor of schooling and Director of the Evaluation heart, Western Michigan University
For contents, individuals and a loose preview: www.new-in-education.com
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Extra info for Evaluation of Science and Technology Education at the Dawn of a New Millennium (Innovations in Science Education and Technology)
Example text
From an empirical point of view, the typical TIMSS results suggest greater commonalties across states and districts on many aspects of education but especially the curriculum than would be thought to be the case. This is especially evident when variations at the state and district levels are examined in light of the variations across countries. The latter are larger for most aspects of education than the former. In other words, variations across countries are larger than variations across districts or states within the United States.
There is a pressing need to focus on what students need to know and be able to do at the end of their formal education. Unless the curriculum is focused and coherent, policy and practice will continue to produce fragmented projects that fail to coalesce and teachers will continue to receive training that ill prepares them to teach essential science. Without coherence at either of these levels, it remains difficult to evaluate the effectiveness of science instructional materials that were produced to appeal to all kinds of visions by districts and states.
62, pp. 71–94. 22 Evaluation of Science and Technology Education Bhola, H. S. (1965). The configurational theory of innovation diffusion. Unpublished dissertation, Columbus, OH: The Ohio State University. Chen, H. (1990). Theory-driven evaluations. Newbury Park, CA: Sage. Cohen, D. K. (1970). Politics and research: Evaluation of social action programs in education. Review of Educational Research, 40(2):213–238. Crichton, M. (1999). Timeline. New York: Ballantine Books. , and Timko, G. (1997). Case studies: Teachers’ perspectives on reform and sources of information.