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ERIC Number: ED243852
Record Type: Non-Journal
Publication Date: 1979
Pages: 15
Abstractor: N/A
Reflective-Responsive Evaluation Techniques for Undergraduate Pre-Service Science Teacher Education Programs.
Yore, Larry D.; And Others
A common weakness characteristic of many instructional programs is that little advance planning is devoted to evaluation. The first stage of formulating and operationalizing an evaluation plan for the Iowa-Undergraduate Pre-Service Science Teacher Education Program (Iowa-UPSTEP) was to locate two external evaluators possessing experience and interest in teacher education. During the three-month orientation, the evaluators had informal discussions with faculty, staff, graduate students, and UPSTEP students. Near the end of the reflective stage, a project meeting of the UPSTEP directors, faculty, and evaluators attempted to formulate questions that would be worthwhile to the program and granting agency. Both institutional and accountability questions were to be evaluated; therefore, a responsive evaluation procedure was agreed upon. The data collected from students, staff, and graduates were then interpreted in terms of the following UPSTEP issues: (1) field experiences; (2) interpersonal relationships; (3) development of personal goals for science teaching; (4) instructional modules; (5) survival skills; (6) university-field integration; (7) educational psychology and secondary education; (8) senior leadership seminar: an alternative to the summer workshop; (9) career education cooperative work program; (10) curriculum development; and (11) field input. The reflective-responsive evaluation resulted in some specific findings and recommendations regarding Iowa-UPSTEP. Recommendations for 9 of the 11 issues are outlined in detail. (JMK)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A