Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Evaluation Review
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lobosco, A. F.
Right arrow Articles by Newman, D. L.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Lobosco, A. F.
Right arrow Articles by Newman, D. L.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Stakeholder Information Needs

Implications for Evaluation Practice and Policy Development in Early Childhood Special Education

Anna F. Lobosco

New York State Developmental Disabilities Planning Council

Dianna L. Newman

University atAlbany, State University ofNew York

This study examined the effect of variations of program evaluation purpose and methodology on decision-making information needs of various stakeholders. Respondents provided one of three levels of service in the context of early childhood special education. The results generally supported the hypothesis that program evaluation purpose (formative or summative) and methodological approach (quantitative or qualitative) differentially affect the decision-making information needs of individuals responsible for different levels of service provision (adminis trative, direct service, or parental). These results have clear implications for evaluation practice and policy development in early childhood special education.

Evaluation Review, Vol. 16, No. 5, 443-463 (1992)
DOI: 10.1177/0193841X9201600501
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Focus Autism Other Dev DisablHome page
T. Oren and B. T. Ogletree
Program Evaluation in Classrooms for Students with Autism: Student Outcomes and Program Processes
Focus on Autism and Other Developmental Disabilities, January 1, 2000; 15(3): 170 - 175.
[Abstract] [PDF]