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ERIC Number: EJ785691
Record Type: Journal
Publication Date: 2003
Pages: 8
Abstractor: Author
Reference Count: 28
ISSN: ISSN-1551-0670
Using Evaluation to Ensure Quality Professional Development in Rural Schools
Mitchem, Katherine; Wells, Deborah; Wells, John
Journal of Research in Rural Education, v18 n2 p96-103 Fall 2003
Professional development practices implemented in rural school systems have often led nowhere. These practices seem to produce adult learning activities with few results other than participants' mounting frustration and another innovation left by the wayside. To encourage the development of productive professional development, many studies are beginning to indicate the importance of making evaluation central to the design of professional development. Employing an evaluative approach may assist staff developers in addressing the frequent criticism that professional development activities are disconnected from one another and do not form part of a coherent program of teacher learning and development. The CIPP Model was formulated by Stufflebeam (1966) to show how evaluation contributes to the decision-making process in the program management. We propose a similar conceptual model for ongoing data-based professional development in rural settings. This model provides practitioners with a useful and manageable tool for incorporating an evaluative approach to the design, development, and delivery of professional development. In addition, we provide a practical application of the model to an ongoing rural professional development project. (Contains 1 figure and 2 tables.)
College of Education and Human Development. 5766 Shibles Hall, University of Maine, Orono, ME 04469. Tel: 207-581-2761; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A