Series editors preface
Preface
1 Introduction
Definitions: Applied linguistics, evaluation, program
Critical issues
Program evaluation and applied linguistics research
2 Historical background
The paradigm dialog
Evaluation of language education programs in the 1960s and 1970s
More recent developments in the evaluation of language education programs
Summary
3 Validity
Validity from the positivistic perspective
Validity from the naturalistic perspective
Conclusions: Validity from the two perspectives
4 Positivistic designs
True experimental designs
Quasi-experimental designs
5 Naturalistic designs
The responsive model
The illumination model
Goal-free evaluation
The judicial model
The connoisseurship model
Other metaphors for naturalistic evaluation
6 Quantitative data gathering and analysis
Data gathering
Data analysis
Conclusion
7 Qualitative data gathering and analysis
Overview
Data gathering
Data analysis
8 Combining positivistic and naturalistic program evaluation
Compatibilist versus incompatibilist perspectives
Mixed strategies
Multiple strategies
Mixed designs
Mixed designs and strategies over time
Conclusions
CAM step 1 (audience and goals): Determine the purpose of the evaluation
CAM steps 2 and 3 (context inventory and preliminary thematic framework): Determine what is being evaluated
CAM steps 4 and 5 (evaluation design and data collection): Select a design and collect the data
CAM step 6 (data analysis): Analyze and interpret your findings
CAM step 7 (evaluation report): Communicating the evaluation findings
The role of program evaluation in applied linguistics research
References
Author index
Subject index
