When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents.

The Effects of Standardized Testing (Evaluation in Education and Human Services)

Politics & Social Sciences

George F. Madaus T. Kelleghan Thomas Kellaghan

Social Sciences

Kluwer-Nijhoff

Economics of Information and Law

Business & Money

Ejan MacKaay

Economics

The Courts, Validity, and Minimum Competency Testing (Evaluation in Education and Human Services)

The Courts, Validity, and Minimum Competency Testing

George F. Madaus

Program Evaluation: A Practitioner’s Guide for Trainers and Educators (Evaluation in Education and Human Services)

Robert O. Brinkerhoff

<p>What goals should be addressed by educational programs? What priorities should be assigned to the different goals? What funds should be allocated to each goal? How can quality services be maintained with declining school enrollments and shrinking revenues? What programs could be cut if necessary? The ebb and flow of the student population, the changing needs of our society and the fluctuation of resources constantly impinge on the education system. Educators must deal with students, communities, and social institutions that are dynamic, resulting in changing needs. It is in the context of attempting to be responsive to these changes, and to the many wishes and needs that schools are asked to address, that needs assessment can be useful. Needs assessment is a process that helps one to identify and examine both values and information. It provides direction for making decisions about programs and resources. It can include such relatively objective procedures as the statistical description and analysis of standardized test data and such subjective procedures as public testimony and values clarification activities. Needs assessment can be a part of community relations, facilities planning and consolidation, program development and evaluation, and resource allocation. Needs assessment thus addresses a xiii XIV PREFACE broad array of purposes and requires that many different kinds of procedures be available for gathering and analyzing information. This book was written with this wide variation of practices in mind.</p>

Conducting Educational Needs Assessments (Evaluation in Education and Human Services)

Daniel L. Stufflebeam

Charles H. McCormick

Digital Filters and Signal Processing

Computers & Technology

JACKSON, Leland B.

Computer Science

Electronic Funds Transfers and Payments: The Public Policy Issues

Elinor Harris Solomon

Finance

<p>When approached by Warren Samuels, the series editor, about organizing a volume on natural resource economics, I was at a loss as to how one might possibly capture in "several major essays plus several shorter comments thereon" all of the diverse activities that fall within this exciting discipline. I was further asked to have the book take an "affirmative but constructively critical look at its subject. " The volume was to be interpretative, it was to be reasonably comprehensive, and yet it was to attempt to present divergent views on the "development, tensions, present status, and, especially, possible lines of development of each field. " Upon reflection, I decided to have the book focus on natural resource economics as a distinctly applied policy science. Hence the title: Natural Resource Economics: Policy Problems and Contemporary Analysis. While this allowed clarification of a particular sort, it did little to narrow the range of policy issues that ought to be considered candidates for inclu sion. But it did seem, after some thought, that three broad issues persist at center stage in natural resource policy.</p>

Natural Resource Economics: Policy Problems and Contemporary Analysis (Recent Economic Thought)

Science & Math

Daniel W. Bromley

Biological Sciences

Instrument Development in the Affective Domain (Evaluation in Education and Human Services)

Robert K. Gable

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