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Daniel Walsh Lee, Jin-Hee 2015-09-25T19:53:16Z 2015-09-25T19:53:16Z 10000-01-01 2003 2003 The theory and practice of evaluation in early childhood education has lagged behind the larger field of evaluation. Needed are ongoing, informed, and democratic discussions of values, with evaluators facilitating discussions of quality and challenging shared assumptions and beliefs. Unless educators can reflect upon and expand their views and values, program evaluations serve mainly bureaucratic and superficial purposes. Made available in DSpace on 2015-09-25T19:53:16Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086112.pdf: 19122128 bytes, checksum: 4700a074a19a9ae7cb8dc3f99a5232ba (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 81015 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 321 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/79733 (MiAaPQ)AAI3086112 eng Education, Curriculum and Instruction The Quest for Quality: Evaluation and Early Childhood Programs text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.