標(biāo)題: Titlebook: Creative Ideas For Teaching Evaluation; Activities, Assignme Donna M. Mertens Book 1989 Springer Science+Business Media Dordrecht 1989 chil [打印本頁] 作者: deteriorate 時(shí)間: 2025-3-21 19:40
書目名稱Creative Ideas For Teaching Evaluation影響因子(影響力)
書目名稱Creative Ideas For Teaching Evaluation影響因子(影響力)學(xué)科排名
書目名稱Creative Ideas For Teaching Evaluation網(wǎng)絡(luò)公開度
書目名稱Creative Ideas For Teaching Evaluation網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Creative Ideas For Teaching Evaluation被引頻次
書目名稱Creative Ideas For Teaching Evaluation被引頻次學(xué)科排名
書目名稱Creative Ideas For Teaching Evaluation年度引用
書目名稱Creative Ideas For Teaching Evaluation年度引用學(xué)科排名
書目名稱Creative Ideas For Teaching Evaluation讀者反饋
書目名稱Creative Ideas For Teaching Evaluation讀者反饋學(xué)科排名
作者: 不適當(dāng) 時(shí)間: 2025-3-22 00:14
Book 1989 apparent that a handbook was need- ed, a practical interdisciplinary guide to the teaching of evaluation. Donna M. Mertens, a long-standing member of TIG: TOE and an accomplished teacher of evaluation, volunteered to edit the book, and her skills, sensitivity, and experience in the craft of teaching are apparent throughout.作者: ALTER 時(shí)間: 2025-3-22 02:26 作者: 組裝 時(shí)間: 2025-3-22 08:18
Qualitative Data Analysis and Interpretationa. A major message of this sourcebook is that important themes and especially patterns in a set of qualitative data can be effectively discerned, interpreted and repo rt ed via the use of displays. Matrix displays, in particular, are advocated for higher-order analyses of patterns in a set of descriptive results.作者: 山羊 時(shí)間: 2025-3-22 11:52
https://doi.org/10.1007/978-94-015-7829-5childhood; education; evaluation; statistics作者: chlorosis 時(shí)間: 2025-3-22 13:28 作者: chlorosis 時(shí)間: 2025-3-22 19:47 作者: 友好關(guān)系 時(shí)間: 2025-3-23 00:00
Martin Nagler,Heinz-Peter Schmitza. A major message of this sourcebook is that important themes and especially patterns in a set of qualitative data can be effectively discerned, interpreted and repo rt ed via the use of displays. Matrix displays, in particular, are advocated for higher-order analyses of patterns in a set of descriptive results.作者: 戰(zhàn)勝 時(shí)間: 2025-3-23 01:56
Evaluation in Education and Human Serviceshttp://image.papertrans.cn/c/image/239511.jpg作者: Visual-Acuity 時(shí)間: 2025-3-23 08:57 作者: diathermy 時(shí)間: 2025-3-23 12:46
Peter Buxmann,Wolfgang K?nig,Frank RoseThe ten assignments presented here, which are elaborations of material presented by Brinkerhoff, Brethower, Hluchyj, and Nowakowski (1983), are designed to lead students through the construction of a complete, operational evaluation design. The students encounter the assignments sequentially:作者: bonnet 時(shí)間: 2025-3-23 16:15
Thomas Schwan,Axel R?pnack,Cornelius AngerThis teaching activity is based upon Scriven’s (1983) Key Evaluation Checklist (KEC). The checklist is a conceptual tool to identify key dimensions of any evaluative study. It includes:作者: Locale 時(shí)間: 2025-3-23 21:40
Peter Buxmann,Wolfgang K?nig,Frank RoseIncorporating meaningful field experiences into program evaluation courses is a continuing challenge for instructors. This out-of-class activity describes the process of providing for such an experience in a one semester, 13-week course for master’s level students in either community psychology or industrial/organizational psychology.作者: incubus 時(shí)間: 2025-3-23 22:59 作者: 無關(guān)緊要 時(shí)間: 2025-3-24 02:52
Introduction: Practical and Theoretical FrameworkEvaluators are called upon to conduct a number of different kinds of studies and to use a variety of approaches and tools to complete these studies. The diversity of demands made on evaluators and the skills needed by them to perform their tasks formed the practical basis for this book.作者: 不可侵犯 時(shí)間: 2025-3-24 07:21
Constructing an Operational Evaluation DesignThe ten assignments presented here, which are elaborations of material presented by Brinkerhoff, Brethower, Hluchyj, and Nowakowski (1983), are designed to lead students through the construction of a complete, operational evaluation design. The students encounter the assignments sequentially:作者: 骨 時(shí)間: 2025-3-24 13:25 作者: offense 時(shí)間: 2025-3-24 16:01
Field Experiences in Evaluation CoursesIncorporating meaningful field experiences into program evaluation courses is a continuing challenge for instructors. This out-of-class activity describes the process of providing for such an experience in a one semester, 13-week course for master’s level students in either community psychology or industrial/organizational psychology.作者: 愚笨 時(shí)間: 2025-3-24 22:32 作者: 泛濫 時(shí)間: 2025-3-25 01:26 作者: 暗諷 時(shí)間: 2025-3-25 05:26
Ulrich Wanka,Rainer Unland,Stefan Kirnces or decisions about their program, their staff, or clients who are receiving their services. Generally, managers have certain questions for which they want answers and they need or request information to supply the answers. In applied settings like state government, managers must zero in on perti作者: STANT 時(shí)間: 2025-3-25 08:25
Harald F. O. von Kortzfleisch,Udo Winandwhere the prospect of completing a particular evaluation and seeing their work utilized looks dim. If this can happen to experienced individuals, how much more likely it is to happen to novices! Hence a careful evaluability assessment before entering into a project can prevent many deadend efforts. 作者: 桶去微染 時(shí)間: 2025-3-25 11:54 作者: 難理解 時(shí)間: 2025-3-25 16:03
Strukturanalogien in Informationsmodellen or approaches to evaluation, including Objectives-Oriented, Management-Oriented, Consumer-Oriented, Adversary-Oriented, Naturalistic-Oriented approaches (as described in Worthen and Sanders’ ., 1987). Following the review of approaches, the course focuses on “doing evaluation,” taking the students 作者: 鋸齒狀 時(shí)間: 2025-3-25 23:46 作者: 功多汁水 時(shí)間: 2025-3-26 02:40 作者: 廣告 時(shí)間: 2025-3-26 06:58
Martin Nagler,Heinz-Peter Schmitzucting open-ended, unstructured qualitative interviews within a naturalistic evaluation framework. These key issues include interviewer training, bias and reflexivity, respondent motivation, recording data, and sources of distortion in interviewing. Each small group of students discusses one of thes作者: FLUSH 時(shí)間: 2025-3-26 10:31
Peter Loos,August-Wilhelm Scheers, ethics, and politics. The methodological issues include contextual limits to genuine participation, the dual and sometimes conflicting nature uine participant and observer roles, and g ature of the , resource considerations. The more value-laden issues in a participant observation context include作者: Texture 時(shí)間: 2025-3-26 15:55 作者: analogous 時(shí)間: 2025-3-26 19:37 作者: puzzle 時(shí)間: 2025-3-26 23:44
Martin Nagler,Heinz-Peter Schmitza. A major message of this sourcebook is that important themes and especially patterns in a set of qualitative data can be effectively discerned, interpreted and repo rt ed via the use of displays. Matrix displays, in particular, are advocated for higher-order analyses of patterns in a set of descri作者: Benign 時(shí)間: 2025-3-27 01:09 作者: CRACK 時(shí)間: 2025-3-27 08:10 作者: Madrigal 時(shí)間: 2025-3-27 11:50
Evaluability Assessmentwhere the prospect of completing a particular evaluation and seeing their work utilized looks dim. If this can happen to experienced individuals, how much more likely it is to happen to novices! Hence a careful evaluability assessment before entering into a project can prevent many deadend efforts. 作者: 征稅 時(shí)間: 2025-3-27 15:56 作者: 確定無疑 時(shí)間: 2025-3-27 21:34 作者: 惡名聲 時(shí)間: 2025-3-28 01:19
Alternative Models For Evaluation, and others. While models or persuasions, as they are termed by Borich (1983), often overlap, they also differ in regard to how the evaluation enterprise is viewed and how programs are evaluated. Students generally struggle to gain an initial understanding or appreciation of these similarities and 作者: Allure 時(shí)間: 2025-3-28 04:48 作者: 微塵 時(shí)間: 2025-3-28 09:53
Naturalistic Interviewingucting open-ended, unstructured qualitative interviews within a naturalistic evaluation framework. These key issues include interviewer training, bias and reflexivity, respondent motivation, recording data, and sources of distortion in interviewing. Each small group of students discusses one of thes作者: 終點(diǎn) 時(shí)間: 2025-3-28 13:49 作者: SPASM 時(shí)間: 2025-3-28 17:24
Naturalistic Data Collection: Case Study Discussionngths and weaknesses, world views, and values. Thus, learning about qualitative data collection entails not only apprehension of what constitutes a good open-ended interview question, how to record observational field data, and the like, but also appreciation of the value-ladenness and concomitant n作者: glamor 時(shí)間: 2025-3-28 22:15 作者: Statins 時(shí)間: 2025-3-29 00:19 作者: 潔凈 時(shí)間: 2025-3-29 05:19 作者: Obedient 時(shí)間: 2025-3-29 10:09
Naturalistic Interviewingssion, all groups share their “results” with the whole class, typically invoking further discussion. This activity focuses on methodological issues, not rationales for or techniques of interviewing. Thus, it is appropriately scheduled toward the end of a course unit on naturalistic, qualitative interviews.作者: PAGAN 時(shí)間: 2025-3-29 12:57 作者: Morphine 時(shí)間: 2025-3-29 17:53 作者: 災(zāi)難 時(shí)間: 2025-3-29 20:39
Evaluability Assessmentmuch more likely it is to happen to novices! Hence a careful evaluability assessment before entering into a project can prevent many deadend efforts. Although experienced evaluators may do informal evaluability assessments based upon their prior efforts, students should be taught to follow a more formal procedure.作者: 生氣地 時(shí)間: 2025-3-30 02:21
Evaluation Questions and Methodsact assessment), cost-effectiveness, management information systems, nominal group/delphi, quality assurance, literature review, personnel evaluation, expert review (a. k. a. illuminative evaluation), and systems evaluation.作者: medium 時(shí)間: 2025-3-30 06:42 作者: 積習(xí)已深 時(shí)間: 2025-3-30 09:00 作者: GRAVE 時(shí)間: 2025-3-30 13:10 作者: Trabeculoplasty 時(shí)間: 2025-3-30 20:16
Peter Loos,August-Wilhelm Scheer the meaning of informed consent and the ethics observation, the politics of covert , politics of alignment and nonalignment, and the risks of genuine participation. On all of these issues, reasonable people disagree.作者: Ccu106 時(shí)間: 2025-3-31 00:29 作者: Veneer 時(shí)間: 2025-3-31 02:58 作者: 未成熟 時(shí)間: 2025-3-31 06:11
ideas on improving the teaching of evaluation. At subsequent annual meetings, these informal sessions attracted more and more participants, eager to talk about common teaching interests and to exchange reading lists, syllabuses, assignments, and paper topics. The ses- sions were irreverent, innovat作者: Calculus 時(shí)間: 2025-3-31 11:09
Harald F. O. von Kortzfleisch,Udo Winande a one-page self-assessment of their constructions based on those criteria. The intent is to get the students started on developing their own unique construction of evaluation, and get them in a posture to continue seeking out improvements.作者: Aspirin 時(shí)間: 2025-3-31 15:00
Ulrich Wanka,Rainer Unland,Stefan Kirnhey want answers and they need or request information to supply the answers. In applied settings like state government, managers must zero in on pertinent data that specifically answer their questions.作者: 燒瓶 時(shí)間: 2025-3-31 19:11
Harald F. O. von Kortzfleisch,Udo Winandmuch more likely it is to happen to novices! Hence a careful evaluability assessment before entering into a project can prevent many deadend efforts. Although experienced evaluators may do informal evaluability assessments based upon their prior efforts, students should be taught to follow a more formal procedure.作者: superfluous 時(shí)間: 2025-3-31 23:18
Thomas Schwan,Axel R?pnack,Cornelius Angeract assessment), cost-effectiveness, management information systems, nominal group/delphi, quality assurance, literature review, personnel evaluation, expert review (a. k. a. illuminative evaluation), and systems evaluation.作者: 思考 時(shí)間: 2025-4-1 04:22
