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ERIC Number: ED052145
Record Type: RIE
Publication Date: 1970-Jun
Pages: 69
Abstractor: N/A
Reference Count: 0
Evaluating the 1969 LTI-TTT Site Visitation Procedure. Aperiodic Report: Trainers of Teacher Trainers (TTT) Evaluation. No. 2.
Illinois Univ., Urbana. Center for Instructional Research and Curriculum Evaluation.
This report describes the history of the total LTI-TTT (Leadership Training Institute--Trainers of Teacher Trainers) site visitation procedure, including how it affected various groups and how these groups reacted to it. The report begins by discussing the evaluator's concept of evaluation and proceeds to describe the background condition, activities, and outcomes of site visitation, both as they were intended by visitation planners and as they actually occurred in practice. Although the evaluation includes a description of the congruence between what was intended and what was observed in the way of background conditions, activities, and outcomes, it focuses on the observed outcomes and how they were judged by various groups including project directors, site visitors, and evaluators. The sources of data were 1) meetings and telephone conversations with LTI and USOE personnel and the staff of CIRCE (Center for Instructional Research and Curriculum Evaluation) before the site visits; 2) documents issued in relation to the TTT program; 3) observations at a site visitor briefing session; 4) questionnaires issued to site visitors after the briefing session and after the site visits; and 5) telephone interviews with TTT project directors after the visits. Appendixes include the site visitor questionnaire with a summary of the resulting data, and the site visitor briefing postal cards with a summary of the resulting data. [A related document is ED 041 832.] (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois Univ., Urbana. Center for Instructional Research and Curriculum Evaluation.
Note: Submitted to Consortium of Professional Associations for Study of Special Teacher Improvement Programs