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Weinbach's (2005) introductory chapter has a number of issues that make it awkward for the reader. For example Weinbach makes clear the difference between the terms evaluation (where a person is being scrutinized or appraised in some way) and evaluation research, for which Weinbach offers more than one definition. As a general term evaluation research refers to the application of formal research protocols to determine the effectiveness or validity of practices in social work. Weinbach then goes on to define the three major components of the definition: research, effectiveness, and the practice of social work. It is here that things get a bit elementary and a bit wordy. For example, if social work practice includes everything that a social work does, why is there a need to define this term along with services, service and program? Why not just define basic and applied research and then relate these terms as to their meaning in the context of social work. While generally well written, the first part of the chapter seemed a bit more like a high...
For instance, a cross-sectional design typically refers the observation of a population or subset thereof at a particular point in time, whereas longitudinal research follows a select group over a defined time period. It is often better to compare and contrast alternate concepts, which allows for a better understanding of their meaning as opposed to Weinbach's method of defining them separately and not presenting them as they relate to one another. Where are practical considerations? Why use one design over another? Isn't this important?
Another example of how the chapter can be confusing to readers is illustrated when Weinbach explains the difference between independent and dependent variables. Independent variables are manipulated by the researcher in order to observe how this manipulation affects some outcome…
References
Weinbach, R.W. (2005). What is evaluation research? In R.W. Weinbach, Evaluating Social Work Services and Programs (pp. 1-18). Boston: Allyn and Bacon.
vocational education in high school. The review discusses all types of vocational education including agriculture, industrial arts, business, and family & consumer sciences. This paper includes opinions from students, administrators, counselors, parents, and vocational teachers The importance of vocational education at the high school level has been a controversial topic for several years. The mindset that all high school students must aspire to attend four-year universities has taken hold and
Vocational Education Purpose of Vocational Education and Its Oppressive Nature: Inequality in Education as Japanese Woman (A Reflection of Oppressive Outside World). Education is often viewed as the panacea to social marginalization; it is a tool members of society can use to obtain better wages, acquire social recognition and become socially mobile. Unfortunately, education can also be a tool used for subjugation. It is a tool that aids in continuing the support
Future of Vocational Education in America Four years of college is not the route for many students for many reasons. Perhaps money is an issue, or grade point, or simply the desire to continue in the academic world. Everyone cannot be teachers, lawyers, or doctors. Moreover, it would be a sad world if they were. Vocational education gives the world plumbers, wood craftsmen, welders, hair stylists, electricians, and the list goes
National Defense Act: This act was passed on June 3, 1916. The National Defense Act was a federal law that restructured the organization of the military, this also entailed the development of the Army and National Guard, along with the formation of an Officer's and an Enlisted Reserve Corps among others. Smith -- Hughes Act was an act passed by Congress in which promotion of vocational agriculture was used to train
Education and National Security Education is essential for the advancement of our nation as well as our children. A good education gives children the ability to succeed physically, intellectually, and emotionally. The American nation has been labeled as having a threat to national security because of the education system failing to provide the needed learning and skills to know how to protect the nation. The condition of America's education system has
(Stasz, and Bodilly, 2004) In the press release by Mike Bowler and David Thomas (2005), High School Students Using Dual Enrollment Programs to Earn College Credits, New Reports Say. According to this report, the federal budget proposes to increase access to "dual enrollment" programs for at-risk students. Out of the approximately 2,050 institutions with dual enrollment programs, almost 110 institutions, or 5% (about 2% of all institutions) offered dual enrollment