Evaluating Educational Programs: An Integrative, Causal-Modeling Approach

Abstract

This paper presents a case for the use of causal models derived from a substantive knowledge base of theory and research in the evaluation of educational programs. Such evaluation can be based on a synthesis of theory, empirical research, and program evaluations that are often considered disparate and unrelated. Included among the inquiries on which evaluation can be based are substantive research in academic disciplines such as anthropology, psychology, and sociology; case, correlational, and experimental studies; and needs assessment, implementation, process, and outcome evaluations.

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