Fourth Generation Evaluation
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Fourth Generation Evaluation
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Author : Egon G. Guba
language : en
Publisher: SAGE
Release Date : 1989
Fourth Generation Evaluation written by Egon G. Guba and has been published by SAGE this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Social Science categories.
Publisher's description: Fourth Generation Evaluation represents a monumental shift in evaluation practice. Guba and Lincoln point to the inherent problems faced by previous generations of evaluators--politics, ethical dilemmas, imperfections and gaps, inconclusive deductions--and lay the blame for failure and nonutilization at the feet of the unquestioned reliance on the scientific/positivist paradigm of research. Fourth Generation Evaluation, a more informed and sophisticated approach, moves beyond science to include the myriad human, political, social, cultural, and contextual elements that are involved. Based upon relativism, a unity between knower and known, and a subjective epistemology, the authors show how fourth generation evaluation unites the evaluator and the stakeholders in an interaction that creates the product of the evaluation. Differing from previously existing generations, this new approach moves evaluation to a new level, whose key dynamic is negotiation. The constructivist paradigm is espoused by the authors and shown to offer multiple advantages, including empowerment and enfranchisement of stakeholders, as well as an action orientation that defines a course to be followed. Not merely a treatise on evaluation theory, Guba and Lincoln also comprehensively describe the differences between the positivist and constructivist paradigms of research, and provide a practical plan of the steps and processes in conducting a fourth generation evaluation.
Fourth Generation Evaluation
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Author : E. Cuba
language : en
Publisher:
Release Date : 1989
Fourth Generation Evaluation written by E. Cuba and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with categories.
Fourth Generation Systems
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Author : Simon Holloway
language : en
Publisher:
Release Date : 1990
Fourth Generation Systems written by Simon Holloway and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Fourth generation computers categories.
The Implementation Of Teacher Evaluation For Professional Development In Primary Education In Taiwan
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Author : Chao-Wen Liu
language : en
Publisher: Universal-Publishers
Release Date : 2011-02-14
The Implementation Of Teacher Evaluation For Professional Development In Primary Education In Taiwan written by Chao-Wen Liu and has been published by Universal-Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-02-14 with categories.
Teacher evaluation is an activity of assessing teachers' performance. It is equivalent to teacher appraisal/teacher performance management in England. This study explores the complexities of implementing Teacher Evaluation in primary schools in Taiwan. It concentrates principally on the development of Teacher Evaluation in Taiwan in the light of international research, especially that relating to the English context. The philosophical perspective with which this study is most closely aligned is constructivism. In particular, using qualitative methods of documentary analysis and interviews, it explores the nature of Teacher Evaluation and the meaning held by implementers. Government publications, including books, journals and other documentation from public institutions were examined to trace the development of Teacher Evaluation in Taiwan, and how it might be influenced by globalisation. Interviews were carried out with 3 head teachers and 7 teachers from 3 primary schools in Taiwan and 3 officers from different levels of official organisations. A Recommended Model of Teacher Evaluation was synthesised from the review of international research. Using the Recommended Model of Teacher Evaluation to evaluate the implementation of Teacher Evaluation for Professional Development in Taiwan, the effectiveness of the project was demonstrated. However, by looking at the empirical data, some limitations were observed, including deficiencies in the administrative system, teachers' heavy workload, the reluctance of teachers to accept changes, and insufficient knowledge of the relevant policy. Other obstacles were noted, including inadequately trained evaluators, the lack of a mechanism for professional dialogue, and the incoherence of the educational policy. This study shows that most teachers agree with the measures in the Teacher Evaluation for Professional Development implemented by the Ministry of Education, although some supplementary measures need to be established in a more sophisticated manner before it can be implemented fully. Finally, this study further proposes suggestions for a Teacher Evaluation model based on the Recommended Model of Teacher Evaluation, the implementation of the current Teacher Evaluation for Professional Development, and ideal models mentioned by the interviewees.
Encyclopedia Of Evaluation
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Author : Sandra Mathison
language : en
Publisher: SAGE
Release Date : 2005
Encyclopedia Of Evaluation written by Sandra Mathison and has been published by SAGE this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Reference categories.
The 'Encyclopedia of Evaluation' recognises the growth of evaluation around the world & highlights all the major contributions to the field. There are over 400 entries organised alphabetically.
Following The Yellow Brick Road Of Teacher Training
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Author : James Thompson Godfrey
language : en
Publisher:
Release Date : 2009
Following The Yellow Brick Road Of Teacher Training written by James Thompson Godfrey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers' behaviour or beliefs. Using a responsive/constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative 'constructivist-responsive' method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers' talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers' talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why). The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).
Evaluation Theory Models And Applications
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Author : Daniel L. Stufflebeam
language : en
Publisher: John Wiley & Sons
Release Date : 2007-04-06
Evaluation Theory Models And Applications written by Daniel L. Stufflebeam and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-04-06 with Education categories.
Evaluation Theory, Models, and Applications is designed for evaluators and students who need to develop a commanding knowledge of the evaluation field: its history, theory and standards, models and approaches, procedures, and inclusion of personnel as well as program evaluation. This important book shows how to choose from a growing array of program evaluation approaches. In one comprehensive resource, the authors have compiled vital information from the evaluation literature and draw on a wide range of practical experiences. Using this book, evaluators will be able to identify, analyze, and judge 26 evaluation approaches. The authors also show how to discriminate between legitimate and illicit approaches based on application of the Joint Committee Program Evaluation Standards.
Evaluating Social Programs And Problems
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Author : Stewart I. Donaldson
language : en
Publisher: Routledge
Release Date : 2003-01-30
Evaluating Social Programs And Problems written by Stewart I. Donaldson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-30 with Psychology categories.
Today's evaluators are being challenged to help design and evaluate social programs intended to prevent and ameliorate complex social problems in a variety of settings, including schools, communities, and not-for-profit and for-profit organizations. Drawing upon the knowledge and experience of world-renowned evaluators, the goal of this new book is to provide the most up-to-date theorizing about how to practice evaluation in the new millennium. It features specific examples of evaluations of social programs and problems, including the strengths and weaknesses of the most popular and promising evaluation approaches, to help readers determine when particular methods are likely to be most effective. As such, it is the most comprehensive volume available on modern theories of evaluation practice. Evaluating Social Programs and Problems presents diverse, cutting-edge perspectives articulated by prominent evaluators and evaluation theorists on topics including, but not limited to: *Michael Scriven on evaluation as a trans-discipline; *Joseph S. Wholey on results-oriented management; *David Fetterman on empowerment evaluation; *Yvonna S. Lincoln on fourth-generation evaluation; *Donna M. Mertens on inclusive evaluation; *Stewart I. Donaldson on theory-driven evaluation; and *Melvin M. Mark on an integrated view of diverse visions for evaluation. Evaluating Social Programs and Problems is a valuable resource and should be considered required reading for practicing evaluators, evaluators-in-training, scholars and teachers of evaluation and research methods, and other professionals interested in improving social problem-solving efforts in the new millennium.
Instructional Development Paradigms
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Author : Charles R. Dills
language : en
Publisher: Educational Technology
Release Date : 1997
Instructional Development Paradigms written by Charles R. Dills and has been published by Educational Technology this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
An encyclopedic examination of competing paradigms in the areas of instructional design and development at all levels and in a variety of environments. The 46 treatments feature the analysis of experienced scholars and sometimes the authors of the particular theories under discussion which include topics in instructional development in its philosophical mode (constructivism, postmodernism, systems approach), as a cultural vantage point, and in theory and application reviewing the effects of technology on class design, the influences of semiotics, the strategic advantages of constructivist instruction versus linear designs, and modeling for applying design strategies from constructivism and cognitive theory to individualizing instruction with adult learners. Annotation copyrighted by Book News, Inc., Portland, OR
Evaluating Social Programs And Problems
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Author : Stewart I. Donaldson
language : en
Publisher: Routledge
Release Date : 2003-01-30
Evaluating Social Programs And Problems written by Stewart I. Donaldson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-30 with Business & Economics categories.
This book presents visions of how to solve social problems in the 21st century and how programs SHOULD be evaluated, not how they will be evaluated.