Development of Procedures for Assessing the Impact of Vocational Education Research and Development on Vocational Education (Project IMPACT). Volume 1--Context and Principles of Assessing Impact.

Autor/inn/en	Cheney-Stern, Marilyn R.; Phelps, L. Allen
Institution	Illinois Univ., Urbana.
Titel	Development of Procedures for Assessing the Impact of Vocational Education Research and Development on Vocational Education (Project IMPACT). Volume 1--Context and Principles of Assessing Impact.
Quelle	(1980), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Definitions; Educational Assessment; Educational Change; Educational Research; Elementary Secondary Education; Evaluation Criteria; Evaluation Methods; Higher Education; Literature Reviews; Outcomes of Education; Postsecondary Education; Program Effectiveness; Program Evaluation; Research Methodology; Research Utilization; Vocational Education; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Begriffsbestimmung; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Forschungsumsetzung; Ausbildung; Berufsbildung
Abstract	Illinois-funded Project IMPACT was designed to identify and develop procedures for complying with the impact requirement of Public Law 94-482, with regard to the effect of vocational education research and development on vocational education programs. The study addressed itself to three problem areas: (1) how to define impact, (2) how to assess impact, and (3) how to show a cause-and-effect relationship between project activities and changes in vocational education teaching-learning situations. The project also investigated how to predict the probability of impact, and how to manage ongoing contracts to increase impact probability. In this first volume of the phase 1 reports, Project IMPACT is defined, principles of assessing impact are determined, and methods of study are decided through a review of literature and an analysis of case study methods. The review of literature on planned change and impact assessment showed that evidence of impact may be direct or indirect; that the time between cause and effect of impact is longer for intellectual products than for tangible products, and that it is desirable to assess impact of a project at the school district level rather than at higher administrative levels. It also showed that numerous characteristics which are associated with high versus low impact have been identified and that the degree to which these characteristics are present or absent may be useful in predicting actual impact. Through the analysis of case study methods, procedures for assessing impact of vocational education projects through case studies were established. These procedures were followed in the case studies in volumes 2-8 of this series (see note). (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC