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Eval11 Sesion 431: Considering Complexities of Culturally Competent Evaluation in the Development Context: Afghanistan Teachers Professional Development Program

Drawing on the evaluation of Afghanistan In-service Teacher Training Program, I discuss how values of donors (such as USAID and World Bank) differ from the values of local stakeholders (such as parents, teachers, and education officers) on teachers’ needs, setting program priorities, defining evaluation criteria, and the merit and worth of the program

AEA Presentation- 2011-PDF.pdf


Library Entry
Peer-teacher science instructional coaching in K-6 rural schools

Evaluation of peer-teacher instructional coaching in K-6 rural schools is conducted by focusing on the effect of coaching on teacher coaches, coached teachers, and school culture. Following a multilevel evaluation design, findings are obtained from applying qualitative methods such as: teacher...

AEA presentation V2.pptx


Library Entry
Eval13: Panel Session 89 - Using a Program-Theory Model to Create a Curriculum Rubric, Assess Leadership and Inform a Theory of Change

This panel looks at how a program-theory model has been developed and used in an evaluation of an initiative designed to transform schools by assisting high schools in the development of 12th-grade capstone courses in math and science. We highlight the program model from which we have designed a...

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Focus Search - These  last  two  needs  are  also  specific  uses  of  the   program  model.    



Library Entry
Eval11 Session 897: Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math M.Ed. Professional Development Program

This paper discusses the outcomes evaluation of a University’s Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University’s...

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Focus Search - Proximal Outcomes Measures Proximal – Observations and Interviews Evidence of changes in candidates classroom practices as a result of course work Evidence of changes in candidates pedagogical perspectives as result of course work Focus group Evidence of changes in candidates self-efficacy Evidence of changes in candidates classroom practices as a result of course work Evidence of changes in candidates pedagogical perspectives as result of course work Suggests increase in student achievement Conclusions Proximal outcomes provided a better means of measure the program successes Proximal outcomes supported logic model for program Proximal outcomes provided a better understanding of program value Emphasis on program value needs to be closely linked to the program purpose with an emphasis on change related to knowledge, pedagogy and practice.Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math M.Ed