Monographs by the North Dakota Study Group on Evaluation
The North Dakota Study Group (NDSG) on Evaluation's purpose is to share ideas for useful, fair, and democratic ways to document and assess children's learning and offer a criticism of educational reform and practice in the light of an enduring concern with democracy and the estate of childhood.
In the words of Dr. Vito Perrone, Coordinator of the North Dakota Study Group and Dean of the Center for Teaching and Learning at the University of North Dakota:
In November 1972, educators from several parts of the United States met at the University of North Dakota to discuss some common concerns about the narrow accountability ethos that had begun to dominate schools and to share what many believed to be more sensible means of both documenting and assessing children's learning. Subsequent meetings, much sharing of evaluation information, and financial and moral support from the Rockefeller Brothers Fund have all contributed to keeping together what is now called the North Dakota Study Group on Evaluation. A major goal of the Study Group, beyond support for individual participants and programs, is to provide materials for teachers, parents, school administrators and governmental decision-makers (within State Education Agencies and the U.S. Office of Education) that might encourage re-examination of a range of evaluation issues and perspectives about schools and schooling.
Towards this end, the Study Group has initiated a continuing series of monographs...including material on, among other things, children's thinking, children's language, teacher support systems, inservice training, the school's relationship to the larger community. The intent is that these papers be taken not as final statements--a new ideology, but as working papers, written by people who are acting on, not just thinking about, these problems, whose implications need an active and considered response.
Monograph Titles
This is a complete listing of all 42 monographs published by the North Dakota Study Group, through the University of North Dakota Press, from 1975 to 1996. Currently, some titles may be available through library loan from the University of North Dakota Chester Fritz Library, Grand Forks, ND. Some titles and abstracts are also available through ERIC. The North Dakota Study Group is exploring ways to expand availability of the monograph collection.
Reading Tests: Do They Help or Hurt Your Child
by Ann Cook & Deborah Meier (no date)
Reading Tests: What Does That Score Mean
by Ann Cook & Deborah Meier (no date)
Observation and Description: An Alternative Methodology for the Investigation of Human Phenomenon
by Patricia F. Carini (1975)
A Handbook on Documentation
by Brenda S. Engel (1975)
Teacher Curriculum Work Center: A Descriptive Study
by Sharon Feiman (1975)
An Open Education Perspective on Evaluation
by George E. Hein (1975)
Alternative Evaluation Research Paradigm
by Michael Quinn Patton (1975)
A Report to the Rockefeller Brothers Fund
by Vito Perrone (1975)
The Word and the Thing: Ways of Seeing the Teacher
by Ann Cook and Herb Mack (1975)
Special Education: The Meeting of Differences
by Steven D. Harlow (1975)
Testing and the Testing Industry: A Third View
by John D. Williams (1975)
Psychological Effectsof Open Classroom Teaching on Primary School Children: A Review of the Research
by Robert A. Horwitz (1976)
Developing Hypotheses About Classrooms from Teachers’ Practical Constructs
by John Elliot (1976)
A View of Power: Four Essays on the National Assessment of Educational Progress
by Paul Olson (1976)
Children’s Interactions in Traditional and Nontraditional Classrooms
by Sylvia Ross, Herbert Zimiles, and David Gerstein (1976)
First California Conference on Educational Evaluation and Public Policy, 1976
Edited by Nick Rayder (1977)
Children's Language and Thinking: A Report of Work-In-Progress
by Edith Churchill and Joseph Petner, Jr. (1977)
Informal Evaluation
by Brenda S. Engel (1977)
The African Primary Science Program: An Evaluation and Extended Thoughts
by Eleanor Duckworth (1978)
Teachers’ Seminars on Children’s Thinking: A Progress Report
by Bill Hull (1978)
Children’s Thinking in the Classroom
by Kathe Jervis (1978)
by Patricia F. Carini (1979)
Evaluation as Interaction in Support of Change
by Ruth Anne Olson (1980)
A Syntactic Approach to College Writing
by Norton D. Kinghorn, Lester Faigley, and Thomas Clemens (1981)
Use and Setting: Development in a Teachers’ Center
by Beth Alberty, James Neujahr, and Lillian Weber (1981)
The Words in My Pencil: Considering Children’s Writing
by Anne Martin (1981)
The School Lives of Seven Children: A Five Year Study
by Patricia F. Carini (1982)
Children’s Journals: Further Dimensions of Assessing Language Development
by Amity Buxton (1982)
What About Children Who Can’t: On Writing
by Connie Rosen (1983)
Critical Barriers Phenomenon in Elementary Science
by Maja Apelman, David Hawkins, and Phillip Morrison (1985)
Researching Educational Practice
by Loren Barritt, Ton Beekman, Hans Bleeker, and Karel Mulderij (1985)
A (Philadelphia) Teacher’s Journal
by Lynne Strieb (1985)
The Effect of Teaching on Teachers
by Boston Women’s Teachers’ Group: Sara Freedman, Jane Jackson, Katherine Boles (1986)
When the Voice of the Teacher is Heard in the Land
by Edward Yeomans (1986)
Speaking Out: Teachers on Teaching
by Cecelia Traugh, Rhoda Kanevsky, Anne Martin, Alice Seletsky, Karen Woolf, and Lynne Strieb (1986)
Inventing Density
by Eleanor Duckworth (1986)
Between Feeling and Fact
by Brenda Engel (1987)
Changing Schools Into Communities for Thinking
by Bena Kallick (1989)
The Cambridge Handbook of Documentation and Assessment: Child Portfolios and Teacher Records
in the Primary Grades
Edited by Lynne Hall, Lynn Stuart, and Brenda Engel, Revised by Brenda Engel (1995)
Few Adults Crawl: Thoughts on Young Children Learning
by Tony Kallet (Selected, Edited and Introduced by Bill Browse and Mary Brown) (1995)
Valuing Each Other: Perspectives on Culturally Responsive Teaching
by Hubert Dyasi, Lillian Weber, Olga Winbush, Joseph Suina, Ruth Anne Olson, and Arthur Tobier, Edited
by Monroe D. Cohen (1996)