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Book Reviews: Green, Joan L., and Stone, James C., Curriculum Evaluation: Theory and Practice With a Case Study From Nursing Education. New York: Springer Publishing Co., 1977. 271 + xv pp. $14.95.

Book Reviews: Green, Joan L., and Stone, James C., Curriculum Evaluation: Theory and Practice... BOOK REVIEWS their work. Teachers of evaluation will be able to elaborate on the procedures and supply personalized detail. The book is a good compilation of techniques associated with one particular line of thinking about evaluation. In the sense that it accumulates some of the practical wisdom of the last 15 years into a well organized volume, it serves a useful purpose, but to the extent that it minimizes practical problems (for example, the difficulties in setting up control or comparison groups) or ignores them (for example, the political implications of reporting back evaluation findings to various stakeholders), it does not point the way to new directions for the field. It seems clear from a cursory and parochial survey—that is, the number of presentations at the 1978 AERA conference—that issues in evaluation and measure­ ment are very much alive. The same survey indicates that the methodological approaches to these issues are broadening out. There appears to be skepticism about the empirical base for the conventional wisdom of current evaluation prescriptions. That is, how do we know that we get better curriculum when evaluators do things in this way? There appears to be a desire by three groups—evaluators, those who http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Book Reviews: Green, Joan L., and Stone, James C., Curriculum Evaluation: Theory and Practice With a Case Study From Nursing Education. New York: Springer Publishing Co., 1977. 271 + xv pp. $14.95.

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312016001087
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEWS their work. Teachers of evaluation will be able to elaborate on the procedures and supply personalized detail. The book is a good compilation of techniques associated with one particular line of thinking about evaluation. In the sense that it accumulates some of the practical wisdom of the last 15 years into a well organized volume, it serves a useful purpose, but to the extent that it minimizes practical problems (for example, the difficulties in setting up control or comparison groups) or ignores them (for example, the political implications of reporting back evaluation findings to various stakeholders), it does not point the way to new directions for the field. It seems clear from a cursory and parochial survey—that is, the number of presentations at the 1978 AERA conference—that issues in evaluation and measure­ ment are very much alive. The same survey indicates that the methodological approaches to these issues are broadening out. There appears to be skepticism about the empirical base for the conventional wisdom of current evaluation prescriptions. That is, how do we know that we get better curriculum when evaluators do things in this way? There appears to be a desire by three groups—evaluators, those who

Journal

American Educational Research JournalSAGE

Published: Jan 1, 1979

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