The Effectiveness of the Context, Input, Process, and Product (CIPP) Model in Decision Making for University of Wisconsin-Stout Non-credit Programming PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effectiveness of the Context, Input, Process, and Product (CIPP) Model in Decision Making for University of Wisconsin-Stout Non-credit Programming PDF full book. Access full book title The Effectiveness of the Context, Input, Process, and Product (CIPP) Model in Decision Making for University of Wisconsin-Stout Non-credit Programming by Joni A. Geroux. Download full books in PDF and EPUB format.
Author: Joni A. Geroux
Publisher:
ISBN:
Category : Continuing education
Languages : en
Pages : 79
Get Book Here
Book Description
The aim of this study was to evaluate the effectiveness of Shufflebeam's CIPP model for decision making within the non-credit continuing education unit at the University of Wisconsin -- Stout. Action based research was conducted as the CIPP model was applied to various program types by program managers of varying levels of experience within the Professional Education Programs and Services unit. Worksheets, developed by the investigator, were utilized to address key components within each phase of the CIPP model. Upon completion of each phase (context, input, process, and product) program managers completed a survey to gauge their level of confidence and perceived efficiency in programmatic decision making. All program managers participated in a group interview to discuss their perspectives of the CIPP model overall. Based upon the findings, the CIPP model provides an appropriate framework for decision making. However, it was determined that the model should be considered differently based upon the product life cycle of the program. In addition, the worksheet tools should be modified to meet the evaluation necessary at these various stages of the program life cycle. The results indicated that most program managers found value in utilizing the CIPP model for their non-credit programming.
Author: Joni A. Geroux
Publisher:
ISBN:
Category : Continuing education
Languages : en
Pages : 79
Get Book Here
Book Description
The aim of this study was to evaluate the effectiveness of Shufflebeam's CIPP model for decision making within the non-credit continuing education unit at the University of Wisconsin -- Stout. Action based research was conducted as the CIPP model was applied to various program types by program managers of varying levels of experience within the Professional Education Programs and Services unit. Worksheets, developed by the investigator, were utilized to address key components within each phase of the CIPP model. Upon completion of each phase (context, input, process, and product) program managers completed a survey to gauge their level of confidence and perceived efficiency in programmatic decision making. All program managers participated in a group interview to discuss their perspectives of the CIPP model overall. Based upon the findings, the CIPP model provides an appropriate framework for decision making. However, it was determined that the model should be considered differently based upon the product life cycle of the program. In addition, the worksheet tools should be modified to meet the evaluation necessary at these various stages of the program life cycle. The results indicated that most program managers found value in utilizing the CIPP model for their non-credit programming.
Author: Wolfgang Meyer
Publisher: Springer
ISBN: 1137376376
Category : Political Science
Languages : en
Pages : 399
Get Book Here
Book Description
Evaluation has become an important instrument for rational governance and is used in an increasing number of countries and policy fields. Recent developments at the global, national and local level are changing the conditions and functions of evaluation worldwide. This book examines current global development trends and changing demands for evaluation. It addresses issues surrounding professionalisation and globalisation, examining the need to strengthen accountability for social development in various different policy fields, regions and countries to improve governance and its impacts on social betterment. It also considers issues of quality, utility and further education and the upgrading of evaluation in a broad variety of different organisations, such as multilateral donor organisations, national public administrations, private consultancies, civil-society organisations, universities, and research institutes. With contributions from 30 different countries, this book combines a broad variety of viewpoints to examine the global future of evaluation.
Author: Stan C. Paine
Publisher:
ISBN:
Category : Political Science
Languages : en
Pages : 332
Get Book Here
Book Description
Ce document propose des informations sur la distribution des services en sciences humaines. A partir d'un postulat assurant la qualité des services et la correspondance aux besoins des usagers de services, les auteurs décrivent certains standards de services pour différentes populations. Ces standards relèvent de la recherche, du développement, de l'éducation, des ressources résidentiels et de l'emploi. Fait intéressant, la troisième partie du document offre une perspective et des commentaires sur la distribution des services standardisés.
Author: Tony Jeffs
Publisher:
ISBN: 9780335092659
Category : Education
Languages : en
Pages : 156
Get Book Here
Book Description
In recent years there has been a growing interest in the use of informal education in welfare and schooling. This has been reflected in major developments in practice. Using Informal Education is an exploraton of these changes, and aims to provide an insight into practice.
Author: United States. Office of Education
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 20
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1200
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 246
Get Book Here
Book Description
Author: Elizabeth Speakman
Publisher:
ISBN: 9781934758236
Category : Interprofessional relations
Languages : en
Pages : 0
Get Book Here
Book Description
Interprofessional Education and Collaborative Practice helps nurse educators develop multidiscipline, team-based learning opportunities for students. Each chapter, coauthored by an interprofessional team, presents a broad perspective on how to create, deliver, and evaluate meaningful interprofessional education and collaborative practice learning opportunities. This practical book includes the features to help faculty provide the learning experiences students need to develop effective collaborative practice, which will enhance patient safety and quality care. -- Provided by publisher.
Author: Douglas Ray Reutzel
Publisher: Prentice Hall
ISBN: 9780137048380
Category : Education
Languages : en
Pages : 453
Get Book Here
Book Description
This best-selling book is a ready-reference for teachers of reading, a highly popular core text for reading diagnosis and assessment courses, and an ideal guide for ongoing professional development workshops. The unique format of the book, with its IF/THEN Strategy Guides that help readers quickly match student needs to research-proven strategies, make it a quick, effective, “point-of-teaching” resource of up to date information, strategies, and suggestions. InStrategies for Reading Assessment and InstructionReaders can quickly turn to current information on evidence-based assessment and instruction and find ways to assess, teach, and organize for effective and comprehensive reading instruction.
Author: Alicia C. Alonzo
Publisher: Springer Science & Business Media
ISBN: 9460918247
Category : Education
Languages : en
Pages : 495
Get Book Here
Book Description
Learning progressions – descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) – represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.
