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Evaluation and Education: The Ideal Learning Community
In: Policy sciences: integrating knowledge and practice to advance human dignity ; the journal of the Society of Policy Scientists, Band 18, Heft 3, S. 263-288
ISSN: 0032-2687
L. J. Cronbach (Designing Evaluation of Educational and Social Programs, San Francisco: Jossey-Bass, 1982) argues that evaluators can be understood as educators. This insight forms the basis for the philosophy of evaluations evolved from confrontation with problems arising in a major evaluation project in New Zealand & from dissatisfaction with the existing philosophical foundations of evaluation theory. This model is sufficiently broad philosophically not only to subsume humanistic & scientific models, but to transcend them. The notion of a learning community is taken as central to the practice of evaluation. Implications of this theory for the practice of evaluation are considered. 88 References. Modified HA
Evaluation and education: the ideal learning community
In: Policy sciences: integrating knowledge and practice to advance human dignity, Band 18, Heft 3, S. 263-288
ISSN: 1573-0891
Evaluation and Education: The Ideal Learning Community
In: Policy sciences: integrating knowledge and practice to advance human dignity ; the journal of the Society of Policy Scientists, Band 18, Heft 4, S. 263
ISSN: 0032-2687
Learning in community work
In: Community development journal, Band 18, Heft 1, S. 33-41
ISSN: 1468-2656
Learning Civics in the Community
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 17, Heft 4, S. 407-420
ISSN: 1467-873X
Community work: learning and supervision
In: National Institute social services library no. 32
Community Development; Learning and Action
In: Canadian public policy: Analyse de politiques, Band 5, Heft 4, S. 569
ISSN: 1911-9917
Learning in the Community: An Undergraduate Training Program
In: Teaching sociology: TS, Band 7, Heft 2, S. 127
ISSN: 1939-862X
Community Service-Learning: Promises and Problems
In: Teaching sociology: TS, Band 22, Heft 3, S. 248
ISSN: 1939-862X
Urban Community Trails: Using the Community as a Learning Resource
In: Social studies: a periodical for teachers and administrators, Band 72, Heft 5, S. 216-224
ISSN: 2152-405X
Adult Learning through Participation in Rural Community Groups
In: Journal of Voluntary Action Research, Band 17, Heft 3-4, S. 55-67
This exploratory study investigates what adults learn through participation in community groups. An iterative content analysis was conducted on transcripts from ten in-depth interviews with active members of community groups throughout upstate New York. This process yielded 259 learning statements which were then classified into 8 learning categories. Here we present a rich description of what people learn in the context of local group activities. Understanding the learning that occurs in community group contexts has implications for adult educators and extension workers, as well as for the development of theoretical models of adult learning.
Adult Learning through Participation in Rural Community Groups
In: Journal of Voluntary Action Research, Band 17, Heft 3-4, S. 55-69
This exploratory study investigates what adults learn through participation in community groups. An iterative content analysis was conducted on transcripts from ten in-depth interviews with active members of community groups throughout upstate New York. This process yielded 259 learning statements which were then classified into 8 learning categories. Here we present a rich description of what people learn in the context of local group activities. Understanding the learning that occurs in community group contexts has implications for adult educators and extension workers, as well as for the development of theoretical models of adult learning.