Volume 9, Issue 3 (1980)
Editorial: Program Planning, Program Evaluation, and School Psychology: Toward an Integration of Perspectives, Principles, Procedures
Christopher R. Barbrack, Charles A. Maher
During the 197Os, the planning and evaluation of special education and related services have been considered as activities integral to program management and necessary for meeting external accountability requirements (Maher & Barbrack, 1979). With respect to school psychology, program planning and evaluation have been relatively neglected areas when compared to other domains of practice, such as assessment and consultation, although an initial program evaluation focus did develop toward the end of the decade (see, e.g., Hoover, Maher, Phillips, 1978; Maher, 1979). However, during the 1980's, it is highly probable that school psychologists will be increasingly called upon not only to improve upon their own psychological service programs, but to provide consultation and technical assistance on program planning and evaluation to school staff and administrators. Thus, in order for school psychologists to respond in useful ways toward these kinds of requests, it will be necessary for them to develop knowledge about and skill in principles and procedures of program planning and evaluation.
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