Evaluation of the Dissemination Program from an Education Research and Development Center [electronic resource] / Ronald James Dietel.
This evaluation of the information dissemination program of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) uses a inclusive approach to gather, analyze, and report information to help decision makers. Results of three questionnaires, reviews and analyses of C...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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MARC
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| 100 | 1 | |a Dietel, Ronald James. | |
| 245 | 1 | 0 | |a Evaluation of the Dissemination Program from an Education Research and Development Center |h [electronic resource] / |c Ronald James Dietel. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 213 p. | ||
| 500 | |a ERIC Document Number: ED410279. | ||
| 500 | |a ERIC Note: Doctoral Dissertation, University of California, Los Angeles. |5 ericd. | ||
| 520 | |a This evaluation of the information dissemination program of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) uses a inclusive approach to gather, analyze, and report information to help decision makers. Results of three questionnaires, reviews and analyses of CRESST products, and Internet records were used to determine what is known about CRESST research and its products, how its research and products are used, and the perceived quality and usefulness of CRESST research and products overall and across user groups. Responses of 875 educators (43% of the total sample) were received for the CRESST descriptive questionnaire. Major findings are: (1) across 18 items measuring the quality of CRESST research and development, 73 to 91% of consumers rated CRESST in the top 3 categories of performance on an 8-point scale; (2) few significant differences exist between CRESST consumers, so that market segmentation of research does not seem appropriate; (3) the CRESST web site has more than tripled the number of CRESST products available; (4) impact from CRESST research is considerable, but changes in instruments could document that impact better; (5) comparative information from other research organizations would aid decision makers in measuring program quality; and (6) future CRESST dissemination planning should develop strategies for evaluation of major new CRESST programs. Five appendixes contain the questionnaires, descriptive statistics, and normality plots and descriptions of nonparametric tests. (Contains 22 tables, 22 figures, and 99 references.) (Author/SLD) | ||
| 650 | 0 | 7 | |a Data Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Data Collection. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 1 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Information Dissemination. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Research and Development Centers. |2 ericd. |
| 650 | 0 | 7 | |a Research Utilization. |2 ericd. |
| 650 | 1 | 7 | |a User Needs (Information) |2 ericd. |
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