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ERIC Number: ED569558
Record Type: Non-Journal
Publication Date: 2014
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-2502-3
Exploring the Articulation and Evaluation of the Learning Outcomes of Instructor Development: A Case Study
Macfarlane, Jack P.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
The definition of clear goals is essential to the effectiveness of training intended for the advancement of professional development. Properly articulated instructional goals also facilitate the evaluation of the intended outcomes of the learning event. Although outcomes-based instruction is prevalent in K-12 settings as well as in post-secondary education, and its use is also commonplace in workforce development initiatives, little evidence exists of this fundamental pedagogical practice in the design and evaluation of training intended for the development of faculty performance. One of the problems that stems from defining vague learning outcomes is the increased difficulty of establishing and executing an effective evaluation strategy for ascertaining the degree of achievement of training goals. Through a qualitative case study method, research was conducted that explored how the intended learning outcomes of instructor training are communicated before training, and then how the achievement of these outcomes is later evaluated. Data for the research were gleaned primarily through 10 in-depth interviews conducted with a purposive sample of instructors teaching at a multi-campus career college based in California. Moreover, training documentation was also examined to ascertain congruence with or departure from the participants' perceptions of their own professional development in terms of the articulation and evaluation of training goals. The perceptions of the participating instructors indicated that the learning outcomes of their own professional development were not usually communicated before the training event, but were expressed during training in the opening slides of the training presentations. A review of training slides confirmed this perception. In addition, the instructors interviewed perceived that formal and informal classroom observations by peers and supervisors were the primary means for evaluating how the outcomes of their training were applied in the classroom. The findings suggested that the participating instructors were generally satisfied with the structure of their professional development at the career college and were receptive to having their own training configured according to the premises of outcomes-based training. Given the narrow scope of the study, further qualitative as well as quantitative research with regard to all aspects of the learning outcomes of instructor development is encouraged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California