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ERIC Number: ED446131
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Site Researcher Training and Orientation (Louisville, Kentucky, September 13-15, 1999). A Report on the Formative Evaluation Process for School Improvement: A Joint Initiative between AEL, Inc. and the Center for Research in Educational Policy (CREP) at the University of Memphis. CSRD Evaluation.
Leopold, Gregory D.
As part of the evaluation of schools participating in the Comprehensive School Reform Demonstration (CSRD) program, a site researcher is to visit each participating site twice a year to collect data for CSRD formative evaluation. To prepare site researchers for their evaluation activities, a training and orientation session was held for 18 prospective site researchers. This document reports on the evaluation of the site researcher training. A feedback form was used to assess the degree to which certain goals and objectives were met, and a modified participant observation technique was used to give presenters immediate feedback. Program materials were also reviewed. Participants found the training sessions to have been conducted in a professional manner by competent professionals, and they considered the sessions relevant to their needs. Participants seemed to have learned most about the role of formative evaluation in the CSRD program, comprehensive school reform, and specific data collection techniques. They felt the need for further information about comprehensive school reform models, identification of and collaboration with a local coordinator, and collaboration with assigned external facilitators. Recommendations are made to improve program presentation. Appendixes contain the training feedback form and a checklist for applying the standards from the "Program Evaluation Standards" (1994). (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: AEL, Inc., Charleston, WV.; Memphis Univ., TN. Center for Research in Educational Policy.