Introduction

Abstract

It is a pleasure to introduce the work of some of the leading theorists in evaluation over the past thirty years. Most of these people were big names in the nascent educational evaluation field in the late sixties when I was still in graduate school. Certainly, several other people’s work might have been included in the theory section, including Patton, Alkin, and Cousins, among others, all of whom represent influential theoretical positions. Fortunately, their work is included in other sections of this Handbook.