WorldCat Identities

House, Ernest R.

Overview
Works: 61 works in 202 publications in 3 languages and 8,786 library holdings
Genres: Fiction  Abstracts 
Roles: Author, Editor, Other
Classifications: H62, 361.61072073
Publication Timeline
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Most widely held works by Ernest R House
Evaluating with validity by Ernest R House( Book )

23 editions published between 1980 and 2011 in English and Spanish and held by 704 WorldCat member libraries worldwide

Schools for sale : why free market policies won't improve America's schools, and what will by Ernest R House( Book )

8 editions published in 1998 in English and German and held by 640 WorldCat member libraries worldwide

Based on his years of work as a professor of educational policy analysis, House develops an appraisal framework that evaluates reforms and enables readers to test the relative merits and viability of popular reform ideas. This book provides a signal service to politicians, policy makers, and the general public interested in creating a sustainable future for our nation's students and schools
Jesse Jackson & the politics of charisma : the rise and fall of the PUSH/Excel program by Ernest R House( Book )

4 editions published in 1988 in English and held by 591 WorldCat member libraries worldwide

Survival in the classroom : negotiating with kids, colleagues, and bosses by Ernest R House( Book )

8 editions published between 1978 and 1979 in English and held by 579 WorldCat member libraries worldwide

School evaluation; the politics & process by Ernest R House( Book )

8 editions published in 1973 in English and held by 564 WorldCat member libraries worldwide

The politics of educational innovation by Ernest R House( Book )

9 editions published in 1974 in English and held by 471 WorldCat member libraries worldwide

This book is developed on the theme that most innovation is dependent on face-to-face personal contacts and that these contacts condition the occurrence and frequency of innovation. Chapter 1 presents the substance, basis, and implications of this reasoning. Chapter 2 shows the influence of personal contacts in the form of population centers on the spread of educational innovations by outlining a model that describes how this occurs and applies it to education. Chapters 3 and 4 discuss how the internal political structure of the school reacts to innovation. Chapter 4 details the isolated and economically deprived environment that teachers work in, forcing them into a passive and sometimes resistant role regarding innovation. Chapter 5 presents a case study of the introduction of an innovation into school settings. Emphasis is on the internal politics and reactions of the school faculties and administrations. Chapter 6 examines the path of the teacher in learning new vocational skills. Chapter 7 confronts the matter of where innovations originate and explores the importance of belief systems for innovation. Chapter 8 describes the basic premises on which government policy has been based for the last decade and uses arguments presented earlier in this book to suggest change. Chapter 9 presents a global view of educational innovation in the total society and suggests why certain government policies persist. A 6-page bibliography is included. (Author/PD)
New directions in educational evaluation by Ernest R House( Book )

22 editions published between 1985 and 2013 in English and Undetermined and held by 459 WorldCat member libraries worldwide

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company
Professional evaluation : social impact and political consequences by Ernest R House( Book )

14 editions published between 1993 and 1994 in English and held by 427 WorldCat member libraries worldwide

Why do we have evaluation? Is evaluation a discipline? How much impact does evaluation have on government, education, or politics? Can social problems, such as poverty, be solved like engineering problems by the application of resources and intelligence? By exploring how evaluation has evolved as a discipline, science, and profession, House examines how evaluation impacts modern societies and the issues that this impact (social force) raises for evaluators. Addressing such issues as pluralism versus managerialism, quantitative versus qualitative methodologies, the purpose of higher education for knowledge production versus educating people for professions, clientism, and multicultural concerns, House traces how evaluation has evolved as a basis for determining where the field should go - and, how
Values in evaluation and social research by Ernest R House( Book )

16 editions published in 1999 in English and Undetermined and held by 303 WorldCat member libraries worldwide

Provides a compelling examination of the concept of values in program evaluation
Philosophy of evaluation( Book )

6 editions published in 1983 in English and Undetermined and held by 238 WorldCat member libraries worldwide

The logic of evaluative argument by Ernest R House( Book )

5 editions published in 1977 in English and held by 149 WorldCat member libraries worldwide

Report on content definition process in social studies testing by Ernest R House( Book )

3 editions published in 1990 in English and held by 81 WorldCat member libraries worldwide

This content assessment project is designed to determine what social studies content should be tested on national standardized tests and how that content should be defined. Sixteen historians, political scientists, and social studies educators were interviewed to identify key concepts. In a second phase, the cultural literacy rationale for content was examined. This report focuses on the third phase, which addressed the actual content definition process. A fourth phase will make content recommendations. To investigate the process, test developers were interviewed. Altogether, 10 people involved in test construction for the National Assessment of Educational Progress (naep), history and social studies tests, and a state assessment were interviewed. Overall, a relatively small number of people define actual content; many of the same people, not necessarily subject matter specialists, work on several tests. The naep uses a small committee, with checks from various reviewers. The commercial test developer relies heavily on widely used tests, and the state process relies on the input of many people. For the most part, these processes do not produce the same content. Consideration is given by the test developers to issues of regionality, ethnicity, gender, and race; it would seem that the same consideration should be given by subject matter specialists to test content. There are seven references. Three appendices discuss the interview process and the content domains of the tests. (Sld)
Definition of content in social studies testing : conceptual content assessment report by Ernest R House( Book )

4 editions published in 1987 in English and held by 81 WorldCat member libraries worldwide

Three political scientists, three historians, three social studies professors (higher education), and seven secondary school teachers of social studies or history were interviewed. Focus was on assessing key concepts in the subjects' disciplines and what concepts should be taught and tested for at the high school level, with a view toward determining how content on standardized social studies tests should be defined and what that content should be. There was considerable consensus among the political scientists as to what the key concepts were, particularly about American government, but there was not much consensus among historians. There was also considerable consensus among social studies educators, who emphasized thinking skills and citizenship over content; and there was some consensus among high school teachers, who emphasized citizenship even more, but differed on key content. All subjects agreed that the teaching of facts was not a proper goal in and of itself. There was general agreement that standardized tests are not the proper way to assess student learning, and both the content of tests and the multiple-choice format were strongly criticized. Essay tests were the universal choice. High school texts were usually disdained and their publishers criticized. Neither discipline consensus on subject matter nor textbooks are good candidates for sources of test content based on this study, although some areas of consensus exist. Later phases of the study will explore other approaches to content definition. The three interview protocols are included. (Sld)
Cultural literacy and testing : content assessment project : final deliverable by Ernest R House( Book )

3 editions published between 1988 and 1989 in English and held by 73 WorldCat member libraries worldwide

A formidable national educational reform movement has developed, aimed at improving the cultural literacy of U.S. students. Ideas about the illiteracy of American students and the urgency of restoring the nation's cultural knowledge, if carried forward, have strong implications for the school curriculum at both the elementary and secondary levels and for the content of standardized achievement tests at all levels. This paper explores the core idea of cultural literacy as expounded by major proponents of the movement. Some of the conclusions reached are: (1) Teaching more cultural content in the schools is an attractive idea. (2) Cultural literacy is not an intellectual ability akin to reading literacy. (3) Formal education, culture, and literacy do play critical roles in modern industrial society but perhaps not in the way formulated by E. D. Hirsch, Jr., In his best selling book, "Cultural Literacy: What Every American Needs to Know" (1987). (4) In spite of his protestations otherwise, Hirsch's position is politically conservative in several different ways. (5) The list of what every U.S. citizen must know (for example, Hirsch's list) is politically conservative in what it includes and excludes. (6) The view of culture presented is one in which an individual passively receives culture rather than actively creates it. (7) The view of what is wrong with the poor and powerless of society is that they are culturally deficient, according to Hirsch. (8) More culture content should be taught in the schools and it should be taught to all students. (9) Multiple choice, factual recall tests are not the best way to assess humanities content. (10) Even though cultural literacy cannot possibly accomplish all the things claimed for it, the U.S. should continue to strive for more cultural literacy in the curriculum. The document includes an 80-item bibliography. (Jb)
Regression to the mean : a novel of evaluation politics by Ernest R House( Book )

6 editions published between 2007 and 2008 in English and Undetermined and held by 64 WorldCat member libraries worldwide

"Evaluation politics is one of the most critical, yet least understood aspects of evaluation. To succeed, evaluators must grasp the politics of their situation, lest their work be derailed. This novel illuminates the politics and ethics of evaluation, even as it entertains. Paul Reeder, an experienced (and all too human) evaluator, must unravel political, ethical, and technical puzzles in a mysterious world he does not fully comprehend. The book captures the complexities of evaluation politics in ways other works do not. Written expressly for learning and teaching, the evaluation novel is an unconventional foray into vital topics rarely explored."--book jacket
Valores en evaluación e investigación social by Ernest R House( Book )

3 editions published in 2001 in Spanish and held by 23 WorldCat member libraries worldwide

Evaluating : values, biases, and practical wisdom by Ernest R House( Book )

7 editions published between 2014 and 2015 in English and held by 16 WorldCat member libraries worldwide

An assessment of the Michigan accountability system by Ernest R House( Book )

6 editions published between 1974 and 1976 in English and held by 11 WorldCat member libraries worldwide

Accountability currently is an important concept throughout education. Michigan has assumed leadership among the States in exploring and applying accountability procedures. The purpose of this report is to examine the quality and implications of that leadership. Specifically, the authors' purpose is to assess the Michigan Accountability System with respect to the educational soundness and utility for Michigan and with particular emphasis on the assessment component. The report describes the system and offers recommendations for improvement. (Author/JF)
Evaluation studies : review annual( Book )

2 editions published in 1982 in English and held by 3 WorldCat member libraries worldwide

The demonstration center; an appraisal of the Illinois experience by Ernest R House( Book )

2 editions published in 1970 in English and held by 3 WorldCat member libraries worldwide

The purpose of this paper is to examine and evaluate the form, function, and effectiveness of Illinois demonstration centers established as change agents for the improvement of district programs for gifted children. The evaluation involved an analysis of the centers' policies formulated over an extended time period, the quality of the demonstration programs, and the centers' disseminative effectiveness. Instruments were developed to (1) compare a sample of demonstration classes with regular gifted and nongifted classes, (2) rate centers on the degree of detail provided to explain the program to visitors, and (3) record teacher interviews and visit and postvisit reactions. The paper contends that the centers can be judged successful in achieving the immediate goals of effective dissemination and demonstration on innovative models, but cannot be so judged in the most important goal of convincing local schools to adopt the models. A series of recommendations for improving the centers concludes the study. (Mlf)
 
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Schools for sale : why free market policies won't improve America's schools, and what will
Alternative Names
House, Ernest

Languages
English (143)

Spanish (11)

German (1)

Covers
Schools for sale : why free market policies won't improve America's schools, and what willNew directions in educational evaluationProfessional evaluation : social impact and political consequencesValues in evaluation and social researchRegression to the mean : a novel of evaluation politicsValores en evaluación e investigación social