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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


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Eval11 Poster 5: The Winston Salem-Forsyth County (NC) Schools/University of North Carolina at Greensboro (UNCG) Teacher Residency Program Evaluation

The Project ENRICH (Educational Network for Renewal, Innovation, Collaboration and Help) is a partnership between UNCG and Winston Salem/Forsyth County Schools for the 'purpose of simultaneous improvement of teacher education and PK-12 education.' The Teacher Residency Program is a key...

ENRICH Residency Program Poster Handouts.pdf


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Eval11 Poster 52: Evaluating the Re-visioning of the University of North Carolina at Greensboro (UNCG) Teacher Education Undergraduate Programs through a Teacher Quality Partnership Grant (TQP)

The SERVE Center entered into an agreement with the University of North Carolina at Greensboro (UNCG) School of Education, to serve as the external evaluator for the Teacher Quality Partnership (TQP) ENRICH Project, a multi-year, multifaceted project. This proposal provides an overview of the...

ENRICH Revisioning Poster Handouts.pdf


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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 - Grosshandler,  University  of  Illinois  at  Chicago American  Evaluation  Association  Annual  Conference October  2013 NSF  DUE  #0928669 Slide 2 Briefly  present  a  fully  articulated  program   model  and  show  how  it  was  used  to  help: • Develop  a  Curriculum  Rubric  for  use  in  the   program  (in  support  of  12th grade  math/science   course  development/modification) • Create  a  Theory  of  Change  (underscore  the   role  of  teacher/leader  teams) Slide 3 The  Chicago  Transformation  Teacher   Institutes  (CTTI)  is  a  program  designed  to   increase  the  content,  pedagogical  and   leadership  skills  of  high-­‐school  science  and   mathematics  teachers  through  a  teacher   leader-­‐team  approach  directed  toward   leadership  and  content  training.