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Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis of teacher evaluation practices in the U.S.A. from three points in time. The overall findings suggest a disparity between the philosophy of teacher evaluation as a mechanism for improving teaching and the practice of teacher evaluation as a tool for administrative decision making, a disparity heavily weighted in favour of the latter. The authors provide evidence that this disparity is historically rooted and likely to endure.

In order to iniestigate the problems of educational innovation in depressed rural communities, and the efficacy of strategies for change employed by state and federal authorities in the United States, data were gathered in four areas of rural Appalachia and three rural communities in New York. An analysis of these data, and a mien of other relet ant data, indicate that the assumptions underlying prevailing strategies for change are often poorly in tune with the social and political realities of depressed rural communities. These findings point to a need for more realistic innovation strategies as well as a need for more research on this problem.