ERIC Number: ED041631
Record Type: Non-Journal
Publication Date: 1969-Aug-31
Reference Count: N/A
Maximizing the Value of Evaluation for the Head Start Teacher. Final Report.
The purpose of this study was to find out whether systematic evaluation feedback to teachers would result in: (1) development of more favorable attitudes toward evaluation, as measured by Teacher Attitudes Toward Evaluation (TATE), and increased teacher use of a variety of curricula and materials, (2) greater correspondence between teachers' expectations and children's performance, as measured by Teachers Expectations for Achievement of Children in Head Start (TEACH), and (3) greater gains on cognitive and affective measures for children in feedback classes. 183 children were tested on a variety of measures. Data were also collected from classroom observations and parent interviews. Of the 24 classes in the study, 10 classes (20 teachers) were in the feedback group, which attended monthly meetings where they were informed about children's test results, test instruments, and classroom observations. Teachers also viewed video tapes of their own classes. Although children showed consistent gains, teachers given feedback were not measurably more successful in remediating deficiencies than those not receiving feedback. With reference to teacher attitudes, the intervention was more effective, as shown by TEACH and TATE scores and by increased understanding and rapport between teachers and evaluators. (NH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for Head Start Evaluation and Research.