ERIC Number: ED157615
Record Type: RIE
Publication Date: 1976-Jun
Reference Count: 0
Evaluation of Preschool Programs. Research Bulletin No. 76-006.
Taylor, Lorne J.
This paper presents a discussion of evaluation methods which can be used in preschool programs and emphasizes the importance of considering both outcome and process variables. Emphasizing the limitations of research which utilizes only outcome measures, the paper focuses on the benefits of an analysis of ongoing processes and interactions within early childhood programs. Two methods for observing and recording process variables are described. The first involves an open system consisting of actual descriptions or recordings of specimen behaviors of teachers and children. The second, a closed system, involves coded descriptions and includes time sampling, event sampling and trait ratings. The paper suggest that these methods of process evaluation can be used effectively to describe teaching practices, to train teachers, to monitor instructional programs and to investigate relationships between classroom activities and pupil growth. Methodological issues which arise in the use of process evaluation are also discussed. Included in this discussion are the problems of instrument choice, observer reliability, and the consideration of the degree of control the researcher has over the selection and supervision of the program being evaluated. It is suggested that only through both outcome and process evaluation will it be possible to develop the best procedures for educating young children in preschool programs. (BD)
Descriptors: Classroom Observation Techniques, Classroom Research, Early Childhood Education, Evaluation Criteria, Evaluation Methods, Formative Evaluation, Interaction Process Analysis, Preschool Evaluation, Program Content, Program Effectiveness, Research Design, Research Problems, Summative Evaluation
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Memorial Univ., St. John's (Newfoundland).
Note: First draft of this paper was presented at the Annual Convention of the Canadian Psychological Association (June, 1976)