| Abstract: | How educational goals are conceptualized as a construct has implications for developing and evaluating educational programs and activities. The author used EQS 3.0 to test the factorial validity of 4 models of conceptualization of educational goals by conducting confirmatory factor analysis on empirical data collected from 1,134 education faculty members. The 4-factor model espoused by Goodlad fit the data best, and the participants wanted academic, vocational, personal, and social goals to be in relative harmony. Implications for educational theory, practice, and research are discussed. |
