語言課程評估：理論與實(shí)踐（英文版）

Series editors'' preface
Preface
Introduction
Definitions: Applied linguistics, evaluation, program
Critical issues
Program evaluation and applied linguistics research
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
Validity
Validity from the positivistic perspective
Validity from the naturalistic perspective
Conclusions: Validity from the two perspectives
Positivistic designs
True experimental designs
Quasi-experimental designs
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
Qualitative data gathering and analysis
Overview
Data gathering
Data analysis
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