1. Topical Questions
- Upgrading the curriculum?
- The cost of accreditation
- Staff development
- Advocacy for the client
- The inadequacy of measurement
2. Basic Research Questions
- What is the nature of community support for child-oriented strategies?
- How can reading be taught more effectively?
- Are the concepts of "pluralism" and "mainstreaming" fundamentally opposed?
- How are authority and decision-making distributed in Athletics department?
- Is the fact that teaching loads increased from 4 classes to 5 affecting the quality of teaching?
- Is the increased emphasis on student competence in this school an obstacle to the teachers fostering the students' own conceptualizations and tacit knowledge?
- Are staff members who reside outside the district taking less than their fair share of the work load?
- Do conditions facilitate or even allow the department head to be an instructional leader?
4. Information questions
- How effective is the Superintendent?
- Do the students understand "conservations of energy?"
- What portion of class time is primarily instruction time?
- Is there a correlation between teacher ratings and whether or not they live in the community?
- How have case loads changed in the last tow years?
5. Immediate problems
- What new reading series to buy?
- How will the business manager's work get done if that position is eliminated?
- Should intelligence testing in the fourth grade be ended?
- Should the issue of nepotism be raised regarding the appointment of the superintendent's cousin as director of counseling?
- Is is time to change team leaders?
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Good Examples of Case (Issue) Questions
Foreshadowing
Questions
Good Issue
Questions for organizing evaluation studies. They are rhetorical questions, not
expecting an answer
These issues
have been gathered here to stimulate the thinking of evaluation specialists as
they are getting newly acquainted with youth programs, to help them expand
their scope and draw in their attentions, to help them give priority to
questions and ways of spending their time. It is recognized that there are a
great many additional observations they will have to make to get the picture of
the programs, and to come to understand what are seen to be the more important
questions at the sites.
1.
Is there good communication and working
relationship between community and program, also among governmental, ethnic,
industrial and school entities?
2.
Is there undesirable interference or redundancy of
service created by new efforts to provide youth assistance?
3.
Are youth services conceptually in tune with
services for the mid-age unemployed, the soon to retire, and the retired?
4.
Do youth services of this sort – in effect-
relieve governments and industries of their proper responsibility to provide
employment and training opportunities?
5.
Are the youth activities integrated into school
offerings or considered adjunct and peripheral? What does the grand plan say?
6.
Are the youth services in fact as good as the
community’s other social services?
7.
Do youth get better access to information about
interests and abilities, about job requirements and opportunities?
8.
Do youngsters learn more about the difference between
craft and opportunistic entrepreneurship?
9.
Are youth taught responsibilities and
opportunities for job redesign? For collective (union) action? Are they taught
the personal and societal consequences of work?
10.
Are separate needs of boys and girls adequately
realized? How about handicapped youngsters? What about migrant youngsters from
different cultural backgrounds?
11.
Are staff members responsible for youth services
personally experienced with a diversity of living and working conditions? Is
the experience sufficiently recent? Is there exchange of school and business
personnel? What is done to increase such an experience base?
12.
Do staff and volunteers share in the
responsibility for the services? What preparation have they for taking
responsibility?
13.
Are youth workers teachers or civil servants or
neither?
14.
Do the persons in charge exploit the variety of
roles that parents and family play in helping the youngster toward social and
economic maturity?
15.
Do these services emphasize the modem dependency
of workers on job created by business and industry or is there an exploration
of the possibilities of youngsters singly or collectively creating their won
income opportunities? Do they encourage exploration of entrepreneurial lines? Do
they encourage young ‘inventors’?
16.
Is there realization of the increasing period that
youngsters in technical societies experience, now beyond age 25 in the
17.
Are pan-tiem cooperative work programs organized
to benefit the youngster, the parents, the employer, the school? Are decisions on
what knowledge the project will provide based on a proper compromise in these
interests?
18.
Are cooperative work programs coordinated with
other youth services?
19.
Are these programs having the effect of teaching
most youngsters that they are unsuited for work in technological, professional
or entrepreneurial occupations and thus unnecessarily perpetuating a socially
immobile lower working class? Are only lower class students involved? Are only
lower class occupations involved?
20.
Are credits toward graduation given for successful
participation in youth programs? Do such credits violate the practice and the
various expectations people have as to what should earn credit toward graduation?
21.
Is the emphasis in these youth services local,
national, or international, such that the youngster entertains ideas of working
both close to home and far from home? How is the idea of “worker mobility”
treated?
22.
Are disproportionate resources spent for
information services while present information is underused?
23.
Do these services “imply” that national manpower
estimates (or state or local) are the proper indication of what the work force
should be and that youngsters should submit their own aspirations to the “official”
view?
24.
Some writers distinguish between “helping youth
over common obstacles to work-entry” and “preparing youth for the lifelong
eventualities of uncertainty, changing demands, having to start over, etc.” Does
this distinction lie at the root of major disagreements (at the site) about
youth services?
Source: Dr. Bob Stake (Class of Fall 2008 , Case Study) in University of Illinois at Urbana-Champaign
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