Relevant bibliographies by topics / Stufflebeam's evaluation model

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  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Stufflebeam's evaluation model'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Stufflebeam's evaluation model"

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Kartika, Tipri Rose, and Jamaludin Malik. "PROGRAM EVALUATION OF IMPLEMENTATION OF TECHNOLOGY, INFORMATION AND COMMUNICATION (ICT)-BASED LEARNING SYSTEMS IN MANAGEMENT PERSPECTIVE." Jurnal Ilmiah Publipreneur 9, no. 1 (2021): 53–71. http://dx.doi.org/10.46961/jip.v9i1.269.

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Information and Communication Technology (ICT) is currently one of the media in the learning process at various levels of education. Through ICT, the learning process in the classroom can be carried out properly, especially by educators (teachers) and students (students). Thus, ICT becomes the main tool for interacting learning regardless of space and time. Information technology-based learning information systems can present interesting and interactive learning models. In order for the application of learning information systems to give good results, optimization of the management function is
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Sungha Lee and Choi Myoungsook. "Developing Evaluation Factors of College-level Learning Community Program based on Stufflebeam's 7-CIPP Evaluation Model." Korean Journal of Educational Methodology Studies 28, no. 3 (2016): 471–96. http://dx.doi.org/10.17927/tkjems.2016.28.3.471.

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Bradley, Monica. "FundaVida: A holistic curriculum evaluation of a non-profit English language program." Research in Pedagogy 10, no. 2 (2020): 385–97. http://dx.doi.org/10.5937/istrped2002385b.

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The following document is a curriculum evaluation of an English education program, Syde by Syde, for at-risk youths and their mothers in nonprofit institution, FundaVida, in three urban communities in the South of San Jose, Costa Rica. The evaluation is based on Stufflebeam's Context, Input, Process, Product Model of curriculum evaluation. It provides the organization with a formal written document for potential donors, volunteers, students, and other interested parties about the organization's activities, methodologies, achievements and continuing needs as well as recommendations for future d
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Kuswara, Heri, Engkus Kuswarno, Ahmad Mudrikah, and Usep Kosasih. "Stufflebeam's Model Application of Education Management Information Systems (EMIS) in Improving the Quality of Learning Services." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 6, no. 1 (2021): 72–93. http://dx.doi.org/10.31538/ndh.v6i1.1311.

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Advances in science and information technology have changed the perspective and lifestyle of the Indonesian people in carrying out their activities, including in the world of education. The application of the Education Management Information System (Emis) today is a must for every educational institution. In learning, the application of Emis is expected to improve the quality of learning services which in turn will improve the quality of teachers and students, especially in the field of Information Technology. The four basic management functions put forward by Terry are Planning, Organizing, A
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Kartini, Nurul Hikmah. "EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN DI UNIVERSITAS MUHAMMADIYAH PALANGKARAYA." Anterior Jurnal 16, no. 2 (2017): 144–57. http://dx.doi.org/10.33084/anterior.v16i2.34.

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The University of Muhammadiyah Palangkaraya routinely conducts the cadre program to its employees held every month of Ramadan called Baitul Arqam. The problems faced in this institution are not all employees understand about Al-Islam and Kemuhammadiyahan which are implemented in daily life and worship. Baitul Arqam program is one of the solutions run by the institution to answer the problem. As a program that has been running for more than 3 (three) years, it is necessary to evaluate. This evaluation aims to identify the effectiveness of Baitul Arqam Program for Employees at The University of
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Kaya, Suat, and Ahmet Ok. "The second grade English language curriculum: Theory-practice congruence." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (2016): 491–512. http://dx.doi.org/10.14527/pegegog.2016.024.

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This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct
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Iqbal, Zafar, Muhammad Anees, Rahim Khan, Abdul Wadood, and Shakila Malik. "A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 326–36. http://dx.doi.org/10.18510/hssr.2021.9333.

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Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models.
 Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational progra
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Al-Shanawani, Hania M. "Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s CIPP Model." SAGE Open 9, no. 1 (2019): 215824401882238. http://dx.doi.org/10.1177/2158244018822380.

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This study sought to evaluate the self-learning curricula of a kindergarten in Saudi Arabia by applying the context, input, process, product (CIPP) model. To this end, the study utilized a mixed-method design, where teachers ( N = 420) had been randomly selected and surveyed, and school inspectors ( N = 15) had been interviewed. Furthermore, a content analysis had been carried out to analyze the curricula content based on CIPP model construction. Findings revealed that the objectives of the curricula were moderately correlated to the context. The input, process, and product also moderately con
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Hasan, Azman, Sharifah Nurulhuda Tuan Mohd Yasin, and Mohd Fauzi Mohd Yunus. "A Conceptual Framework for Mechatronics Curriculum Using Stufflebeam CIPP Evaluation Model." Procedia - Social and Behavioral Sciences 195 (July 2015): 844–49. http://dx.doi.org/10.1016/j.sbspro.2015.06.324.

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Mulyanto, Agus Iwan. "EVALUATION OF THE WORK PROGRAM IMPLEMENTATION OF THE STRATEGIC PLAN SENIOR HIGH SCHOOL OF STATE 28 KAB TANGERANG." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (2019): 93–100. http://dx.doi.org/10.33592/perspektif.v1i2.104.

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This research is evaluating the Strategic Plan work program at Senior High School. Observational methods use CIPP (Context, Input, Process, Product) models by Stufflebeam & Shinkfield. This program is one type of object of evaluation research (Evaluation Research). The fundamental orientation in all evaluation research is benefits. The strategic plan for implementing the Senior High School program needs to mark improvements related to the MIA and IIS Study Programs. Suggested observations of implementers Strategic Plan followed up on many findings, especially those concerning the program,
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Dissertations / Theses on the topic "Stufflebeam's evaluation model"

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Dworaczyk, William J. "Use of Stufflebeam's CIPP Model to Assess a Change Effort in a Division of a University Library." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277820/.

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Reorganization efforts within colleges and universities are increasingly considered as institutions look for ways to streamline operations for financial cost savings or competitive advantage. The purpose of this study was to assess a particular change effort in a university library which took place between August, 1996 and July, 1997. A team was formed to manage the change effort, and an outside consultant was hired to facilitate the process and guide the team. Stufflebeam's evaluation model was used as a conceptual framework to evaluate the entire process which included a particular change ma
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Book chapters on the topic "Stufflebeam's evaluation model"

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Cho, Yonjoo, Sunyoung Park, Sung Jun Jo, Chang-Wook Jeung, and Doo Hun Lim. "Developing an Integrated Evaluation Framework for E-Learning." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch054.

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The purpose of this chapter is to provide an integrated evaluation framework of e-learning based on the basic concepts of evaluation and previous evaluation models. Several evaluation models were reviewed in order to lay the foundation for our proposed model of e-learning evaluation. Stufflebeam (1983), Kirkpatrick (1987), Phillips (1997), and Holton (1996) were chosen as four representative training evaluation models. The frameworks developed by Rosenberg (2001) and Khan (2005) were also reviewed to address several evaluation design issues for e-learning. Based on six evaluation models, an integrated framework is suggested for comprehensive e-learning evaluation. This integrated framework consists of six stages (i.e., context, resources, process, product, implementation, and outcomes) and two levels (i.e., program and organization). The practical case is introduced as an example that uses the integrated evaluation framework.
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Meda, Lawrence. "Strengthening Internationalisation of the Curriculum in Higher Education." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch017.

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Internationalisation has become a buzzword in institutions of higher learning today. Universities are challenged to find ways of making their curriculum have international dimensions. This chapter presents a case study on how to enhance internationalisation in an engineering programme piloted at a university of technology in South Africa. Daniel Stufflebeam's Context, Input, Process and Product evaluations model was used as a theoretical framework. Data was collected using semi-structured interviews with the Dean of the faculty, Head of department and a programme coordinator. The findings suggest that a mobile profession like engineering requires purposeful integration of internationalisation in order to increase graduates' chances of being active participants in a global economy.
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