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Program Evaluation : Alternative Approaches and Practical Guidelines

ISBN: 9780801307744 | 0801307740
Edition: 2nd
Format: Paperback
Publisher: Addison-Wesley
Pub. Date: 12/1/1996

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SummaryTable of Contents
This updated, significantly expanded revision of the text previously published as Educational Evaluation, offers a wide-ranging introduction to evaluation procedures in all fields. The text encompasses evaluation practices, a history of the field, its conceptual bases, and current controversies.
Prefacexi
PART ONE INTRODUCTION TO EVALUATION1(54)
CHAPTER 1 EVALUATION'S BASIC PURPOSE, USES, AND CONCEPTUAL DISTINCTIONS
3(22)
A B... MORE
5(1)
Informal versus Formal Evaluation
6(1)
Distinguishing between Evaluation's Purpose, Uses, and Essential Activites
7(6)
Two Basic Distinctions in Evaluation
13(9)
Evaluation's Importance--and Its Limitations
22(1)
Application Exercises
23(1)
Suggested Readings
24(1)
CHAPTER 2 ORIGINS OF MODERN PROGRAM EVALUATION
25(10)
The History and Influence of Evaluation in Society: Stone Age to 1965
26(7)
Application Exercises
33(1)
Suggested Readings
34(1)
CHAPTER 3 RECENT DEVELOPMENTS AND TRENDS IN EVALUATION
35(20)
Program Evaluation: Trends across Three Decades of a Maturing Profession
36(13)
Recent Trends Influencing Program Evaluation
49(3)
Application Exercises
52(1)
Suggested Readings
53(2)
PART TWO ALTERNATIVE APPROACHES TO PROGRAM EVALUATION55(132)
CHAPTER 4 ALTERNATIVE VIEWS OF EVALUATION
61(20)
Diverse Conceptions of Program Evaluation
62(1)
Origins of Alternative Views of Evaluation
63(1)
Philosophical and Ideological Differences
64(4)
Methodological Backgrounds and Preferences
68(7)
Different Metaphors of Evaluation
75(1)
Responding to Different Needs
76(1)
Practical Considerations
76(1)
Themes among the Variations
77(1)
A Classification Schema for Evaluation Approaches
78(1)
Application Exercises
79(1)
Suggested Readings
79(2)
CHAPTER 5 OBJECTIVES--ORIENTED EVALUATION APPROACHES
81(16)
Developers of the Objectives--Oriented Evaluation Approach and Their Contributions
82(7)
How the Objectives--Oriented Evaluation Approach Has Been Used
89(2)
Strengths and Limitations of the Objectives--Oriented Evaluation Approach
91(4)
Application Exercises
95(1)
Suggested Readings
96(1)
CHAPTER 6 MANAGEMENT--ORIENTED EVALUATION APPROACHES
97(10)
Developers of the Management--Oriented Evaluation Approach and Their Contributions
98(5)
How the Management--Oriented Evaluation Approach Has Been Used
103(1)
Strengths and Limitations of the Management--Oriented Evaluation Approach
104(2)
Application Exercises
106(1)
Suggested Readings
106(1)
CHAPTER 7 CONSUMER--ORIENTED EVALUATION APPROACHES
107(12)
Developers of the Consumer--Oriented Evaluation Approach and Their Contributions
108(5)
How the Consumer--Oriented Evaluation Approach Has Been Used
113(3)
Strengths and Limitations of the Consummer--Oriented Evaluation Approach
116(1)
Application Exercises
117(1)
Suggested Readings
117(2)
CHAPTER 8 EXPERTISE--ORIENTED EVALUATION APPROACHES
119(18)
Developers of the Expertise--Oriented Evaluation Approach and Their Contributions
121(8)
How the Expertise--Oriented Evaluation Approach Has Been Used
129(2)
Strengths and Limitations of the Expertise--Oriented Evaluation Approach
131(3)
Application Exercises
134(1)
Suggested Readings
135(2)
CHAPTER 9 ADVERSARY--ORIENTED EVALUATION APPROACHES
137(16)
Developers of Adversary--Oriented Evaluation Approaches and Their Contributions
139(6)
How the Adversary--Oriented Evaluation Approach Has Been Used
145(1)
Strengths and Limitations of the Adversary--Oriented Evaluation Approach
146(5)
Application Exercises
151(1)
Suggested Readings
152(1)
CHAPTER 10 PARTICIPANT--ORIENTED EVALUATION APPROACHES
153(18)
Developers of Participant--Oriented Evaluation Approaches and Their Contributions
154(11)
How Participants--Oriented Evaluation Approaches Have Been Used
165(1)
Strengths and Limitations of Participant--Oriented Evaluation Approaches
166(2)
Application Exercises
168(1)
Suggested Readings
169(2)
CHAPTER 11 ALTERNATIVE EVALUATION APPROACHES: A SUMMARY AND COMPARATIVE ANALYSIS
171(16)
Cautions about the Alternative Evaluation Approaches
172(5)
Contributions of the Alternative Evaluation Approaches
177(1)
Comparative Analysis of Characteristics of Alternative Evaluation Approaches
178(4)
Eclectic Uses of the Alternative Evaluation Approaches
182(2)
Drawing Practical Implications from the Alternative Evaluation Approaches
184(1)
Application Exercises
185(1)
Suggested Readings
186(1)
PART THREE PRACTICAL GUIDELINES FOR PLANNING EVALUATIONS187(122)
Introduction of Case Study188(3)
CHAPTER 12 CLARIFYING THE EVALUATION REQUEST AND RESPONSIBILITIES
191(24)
Understanding the Reasons for Initiating the Evaluation
192(4)
Conditions under Which Evaluation Studies Are Inappropriate
196(3)
Determining When an Evaluation Is Appropriate: Evaluability Assessment
199(5)
Selecting an Evaluator
204(3)
Selecting an External Evaluator
207(6)
Application Exercises
213(1)
Relevant Evaluation Standards
213(1)
Suggested Readings
214(1)
CHAPTER 13 SETTING BOUNDARIES AND ANALYZING THE EVALUATION CONTEXT
215(30)
Identifying Intended Audiences for an Evaluation
216(3)
Describing What Is to be Evaluated: Setting the Boundaries
219(8)
Analyzing the Resources and Capabilities That Can Be Committed to the Evaluation
227(3)
Analyzing the Political Context for the Evaluation
230(1)
Variations Caused by the Evaluation Approach Used
231(2)
Determining Whether to Proceed with the Evaluation
233(9)
Application Exercises
242(1)
Relevant Evaluation Standards
243(1)
Suggested Readings
243(2)
CHAPTER 14 IDENTIFYING AND SELECTING THE EVALUATION QUESTIONS AND CRITERIA
245(24)
Identifying Appropriate Sources of Questions and Critera: The Divergent Phase
247(10)
Selecting the Questions, Criteria, and Issues to Be Addressed: The Convergent Phase
257(7)
Remaining Flexible during the Evaluation: Allowing New Questions, Criteria, and Standards to Emerge
264(3)
Application Exercises
267(1)
Relevant Evaluation Standards
268(1)
Suggested Readings
268(1)
CHAPTER 15 PLANNING HOW TO CONDUCT THE EVALUATION
269(40)
Identifying Design and Data--Collection Methods
271(14)
Specifying How the Evaluation Will Be Conducted: The Management Plan
285(9)
Establishing Evaluation Agreements and Contracts
294(12)
Application Exercises
306(1)
Relevant Evaluation Standards
306(1)
Suggested Readings
307(2)
PART FOUR PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS309(150)
CHAPTER 16 DEALING WITH POLITICAL, ETHICAL, AND INTERPERSONAL ASPECTS OF EVALUATION
311(30)
Establishing and Maintaining Good Communications among Evaluators and Stakeholders
312(2)
Understanding Potential Bias Resulting from the Evaluator's Personal Values and Interpersonal, Financial, and Organizational Relationships with Other
314(8)
Maintaining Ethical Standards: Considerations, Issues, and Responsibilities for Evaluators and Clients
322(7)
Coping with Political Pressures and Problems in Evaluation
329(10)
Application Exercises
339(1)
Revelant Evaluation Standards
340(1)
Suggested Readings
340(1)
CHAPTER 17 COLLECTING, ANALYZING, AND INTERPRETING QUANTITATIVE INFORMATION
341(30)
Quantitative and Qualitative Methods
342(1)
Planning and Organizing the Collection of Information
343(2)
Designs for Collecting Causal and Descriptive Information
345(6)
Common Methods for Collecting Quantitative Information
351(7)
Sampling
358(3)
Cost Analysis
361(3)
Analysis of Quantitative Information
364(5)
Application Exercises
369(1)
Relevant Evaluation Standards
369(1)
Suggested Readings
370(1)
CHAPTER 18 COLLECTING, ANALYZING, AND INTERPRETING QUALITATIVE INFORMATION
371(36)
Methods for Collecting Qualitative Information
373(16)
Analysis of Qualitative Information
389(4)
Combining Qualitative and Quantitative Methods
393(10)
Application Exercises
403(1)
Relevant Evaluation Standards
404(1)
Suggested Readings
404(3)
CHAPTER 19 REPORTING AND USING EVALUATION INFORMATION
407(32)
Purposes of Evaluation Reports
408(1)
Identifying Audiences for Evaluation Reports
409(1)
Tailoring Evaluation Reports to Thier Audience(s)
409(3)
Timing of Evaluation Reports
412(2)
Important Ingredients in a Good Written Evaluation Report
414(6)
Suggestions for Presenting Information in Written Evaluation Reports
420(5)
Human and Humane Considertions in Reporting Evaluation Findings
425(4)
Suggestions for Effective Oral Reporting
429(1)
A Checklist for Good Evaluation Reports
430(1)
The Use of Evaluation Reports
431(5)
Application Exercises
436(1)
Relevant Evaluation Standards
437(1)
Suggested Readings
437(2)
CHAPTER 20 EVALUATING EVALUATIONS
439(20)
The Concept and Evolution of Metaevaluation
440(2)
The Joint Committee's Standards for Program Evaluation
442(1)
Summary of the Program Evaluation Standards
442(3)
AEA Guiding Principles for Evaluators
445(5)
The Role of Metaevaluator
450(1)
Some General Guidelines for Conducting Metaevaluations
451(3)
A Need for More Metaevaluation
454(3)
Application Exercises
457(1)
Relevant Evaluation Standards
457(1)
Suggested Readings
458(1)
PART FIVE EMMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION459(52)
CHAPTER 21 CONDUCTING MULTIPLE--SITE EVALUATION STUDIES
461(22)
Purposes and Characteristics of Multiple--Site Evaluations
462(3)
Multisite--Evaluation (MSE)
465(5)
On--Site Evaluation at Multiple Sites
470(4)
Cluster Evaluation
474(6)
Other Approaches to Multiple--Site Evaluation
480(1)
Application Exercises
481(1)
Suggested Readings
481(2)
CHAPTER 22 CONDUCTING EVALUATION OF ORGANISATIONS' RENEWAL AND TRAINING IN CORPORATE AND NONPROFIT SETTINGS
483(20)
Evaluation in Nonprofit Sector
484(4)
Evaluating Training Programs
488(3)
Personnel Evaluation
491(3)
Other Methods of Organizational Assessment
494(6)
Application Exercises
500(1)
Suggested Readings
501(2)
CHAPTER 23 THE FUTURE OF EVALUATION
503(8)
The Future of Evaluation
504(5)
Potholes in Evaluation's Pathway
509(1)
Conclusion
509(1)
Application Exercise
510(1)
Suggested Readings
510(1)
APPENDIX SOME GENERAL AREAS OF COMPETENCE IMPORTANT IN EDUCATION EVALUATION511(4)
Glossary515(8)
References523(26)
Author Index549(5)
Subject Index554

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