ERIC Number: ED152693
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Three School Based Models for Conducting Follow-up Studies of Teacher Education and Training.
Borich, Gary D.
The rise of interest in the evaluation of teacher education and training during the decade 1967-1977 is charted; a review of related concepts and studies is presented; and three evaluation models for conducting follow-up studies on training effectiveness are examined. Three issues arising to prominence in the last decade are identified and discussed: pay-off evaluation, process evaluation, and goal assessment. A review of the status of process-product findings and studies that produced them are linked with the concepts of competency-based evaluation and follow-up evaluation. Five major process-product studies, comprising the research base from which many teacher competencies have been devised, are examined, their general methodological concepts summarized, and findings listed. Common characteristics of these product-process investigations are correlated, and limitations of these methodologies in the conduct of inservice evaluations are discussed. Three generic models are presented to portray the variety of methodologies commonly employed in teacher evaluations: Needs Assessment, Relative Gain, and Process-Product. Various context in which these three models can be used are discussed, and case studies are presented to illustrate the contextual characteristics most often associated with each of the evaluation models. Key variables that suggest the use of one model over another are also identified. (MJB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.