01916cam a22003012u 4500001000800000005001700008007001400025008004100039035002000080035001200100037001900112040002700131091000800158100002400166245010100190260006800291300001000359500020600369500009400575520058200669530008001251533008101331650003101412650003501443710005701478856003701535984004201572520906020181017112559.0he u||024||||080220s1970 xxu ||| b ||| | eng d 9(ericd)ED039725 a5209060 aED039725bERIC aericdbengcericddMvI amfm1 aSpeagle, Richard E.10aCost-Benefitsh[microform] :bA Buyers Guide for Instructional Technology /cRichard E. Speagle. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1970. a31 p. aERIC Note: This is one of the support papers for "To Improve Learning; a Report to the President and the Congress of the United States by the Commission on Instructional Technology", ED 034 905.5ericd aSponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.5ericd aThe meaning of cost-benefit (c-b) studies, advocated with increasing frequency as a remedy for the ills that beset education, is explained, the difficulties that exist in transfering the c-b techniques of business and defense to education are outlined, and specific pioneering c-b studies, particularly those aimed at evaluating new instructional media, are reviewed in this paper. The overall conclusion reached is that meaningful c-b analysis in the most important areas of education is not feasible until a scientific base on educational processes has been established. (SP) aMay also be available online. Address as at 14/8/18: uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aCost Effectiveness.2ericd17aEducational Technology.2ericd2 aAcademy for Educational Development, Washington, DC.41uhttps://eric.ed.gov/?id=ED039725 aANLcmc 2253 ED039725d77000000049215