ERIC Number: ED214903
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Looking at Needs Assessment for Staff Development. A Research Study.
Marshall, Jon C.; And Others
Two methods of conducting a needs assessment for inservice teacher education programs were tested to determine: (1) the level of consistency of information between the two methods; and (2) the comparative validity of the two types of needs assessments. Eighty-eight teachers were divided into four groups. An informal assessment technique, consisting of an interview questionnaire developed and pilot-tested by project staff, was used to assess the inservice needs of 21 teachers in one group. A formal computerized questionnaire was validated and used with another group of 43 teachers. The inservice needs of two other groups, with 12 teachers in each, were assessed by both methods; one group had the interview first and questionnaire second, while the other group responded to the questionnaire first and the interview second. The participants were teachers of kindergarten through high school, some of whom had had no previous inservice experience. No first year teachers were included. Analysis of the formal data was done by computer, and the informal analysis process consisted primarily of informal staff discussions pertaining to the results of individual interviews. The informal assessment provided micro-level information suitable for individual and small group instruction, while the formal assessment provided macro-level information useful for planning group learning experiences. In analyzing the consistency of the information obtained by the two methods, little systematic relation between the two methods resulted. There was a moderate positive relation between needs and teacher participation when either formal or informal needs assessment procedures were used. (FG)
Descriptors: Elementary School Teachers, Inservice Teacher Education, Interviews, Needs Assessment, Program Development, Questioning Techniques, Questionnaires, Secondary School Teachers, Teacher Attitudes, Teacher Workshops, Teaching Skills, Test Validity
Ferguson-Florissant School District, Teacher Center, 200 Church Street, Ferguson, MO 63135 ($1.25 plus 10 percent handling).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Far West Lab. for Educational Research and Development, Berkeley, CA.
Authoring Institution: N/A