By Daniel L. Stufflebeam, Charles H. McCormick, Robert O. Brinkerhoff, Cheryl O. Nelson (auth.)

What ambitions can be addressed by means of academic courses? What priorities might be assigned to the various pursuits? What cash could be allotted to every objective? How can caliber prone be maintained with declining college enrollments and shrinking sales? What courses might be reduce if worthwhile? The ebb and move of the scholar inhabitants, the altering wishes of our society and the fluctuation of assets continuously impinge at the schooling approach. Educators needs to care for scholars, groups, and social associations which are dynamic, leading to altering wishes. it really is within the context of trying to be conscious of those alterations, and to the numerous needs and desires that faculties are requested to handle, that wishes evaluation will be precious. wishes evaluation is a technique that is helping one to spot and consider either values and knowledge. It presents course for making judgements approximately courses and assets. it may contain such particularly goal methods because the statistical description and research of standardized try out information and such subjective techniques as public testimony and values rationalization actions. wishes evaluate could be a a part of group kinfolk, amenities making plans and consolidation, application improvement and review, and source allocation. wishes evaluate therefore addresses a xiii XIV PREFACE extensive array of reasons and calls for that many alternative forms of tactics be to be had for collecting and reading info. This ebook used to be written with this large version of practices in mind.

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The sequence of activities is not fixed and activities may be repeated. Additional information may be desired when the results of the analysis phase are reviewed. The approach presented in this book is generic and flexible. Details about specific activities of each phase are provided in the chapters that follow. 2 PREPARATION The first task area in the needs assessment process proposed in chapter 1 is preparation. This task area includes planning the work to be done and involving key people in the needs assessment process.

Who Will Coordinate the Assessment, and How Should They Proceed? The superintendent said that she thought the excellent leadership provided by the curriculum director during the meeting was ample evidence that he was qualified to manage the needs assessment. However, the director cautioned the group not to reach this conclusion too quickly. He said that his position within the district might cause some of the audiences to perceive him as biased and therefore incapable of conducting an objective assessment.

Questions and Related Information Requirements Question 1. What is a learning-disabled child? 2. How many children who fit the selected definition of a learningdisabled child are there in each school in the district and at each grade level? 3. What is the educational status of the identified learningdisabled children in comparison with the identified non-learningdisabled and borderline learning-disabled children? 1, summarized by school and grade level, as well as by group membership 40 Table 2-2.

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