Evaluation of Science and Technology Education at the Dawn by James W. Altschuld, David D. Kumar

By James W. Altschuld, David D. Kumar

"James Altschuld, David Kumar, and their bankruptcy authors have produced an upbeat, provocative, visionary, and beneficial quantity on academic review. Of unique application is its grounding in matters and practices in relation to reviews of technology and know-how schooling. The booklet may still charm and be important to quite a lot of people keen on reviews of academic coverage, courses, and (less so) technological know-how academics. those individuals contain technological know-how and expertise schooling specialists, academic policymakers, officers of the nationwide technological know-how beginning, institution directors, school room academics, review teachers, evaluate methodologists, working towards evaluators, and attempt builders, between others. Contents reflecting foreign reviews of curriculum, review of distance schooling, and review of expertise usage in Australian colleges, in addition to reviews in the US may still make the booklet beautiful to a global viewers. in addition, it presents a world viewpoint for assessing and strengthening academic review within the US."
Daniel L. Stufflebeam, Professor of schooling and Director of the Evaluation middle, Western Michigan University
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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)

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Middle school science in the United States is organized in what some have termed as the “layer cake” approach. Three areas of science are considered appropriate for middle school students: earth science, physical science, and life science. Each of the three courses is rotated over grades six, seven, and eight. Which subject matter is covered in which grade depends upon local district or state policies. In other words, there is no uniform approach across the United States as to what seventhgrade science entails.

1999; Schmidt, McKnight, Houang, Wang, Wiley, Cogan, & Wolfe, 2001). Two features pertaining to the curriculum emerged as being particularly important. The first of these is what we have termed coherence and the second has to do with the rigor of the content. Here we discuss coherence and leave rigor for the following section. Coherence refers to the degree to which the science curriculum within a country is constructed so as to be conceptually integrated. A sufficiently coherent curriculum provides students with an educational opportunity to understand science in its various constituent parts and, just as importantly, to see how the parts fit together to create a still broader set of notions pertaining to understanding the natural world in which we live.

2000). From needs assessment to action: Transforming needs into solution strategies. Thousand Oaks, CA: Sage Publications. Altschuld, J. , and Kumar, D. D. (1995). Program evaluation in science education: The model perspective. New Directions for Program Evaluation, 65:5–17. Altschuld, J. , Cullen. , and Macce, B. R. (1994). The 1994 directory of the evaluation training programs. In Altschuld, J. , and Engle, M. ), Preparation of professional evaluators: Issues, perspectives, and programs. New Directions for Program Evaluation, No.

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