Evaluating Professional Development, Volumen 1Corwin Press, 2000 - 308 páginas This book illustrates how to ask the right questions to effectively measure professional development; understand the dynamic nature of professional development; identify what contributes to improved student learning; and demonstrate results and accountability. The evaluation processes and tools recommended in this book acknowledge that if staff development is to improve student learning, many levels of change are required, each with its own particular evaluation challenges. The book asks and answers significant questions and provides specific recommendations for future action. After an introduction that examines why professional development and evaluation are so important, there are nine chapters: (1) "What is Professional Development?"; (2) "What is Evaluation?"; (3) "Practical Guidelines for Evaluating Professional Development"; (4) "Level 1: Participants' Reactions"; (5) "Level 2: Participants' Learning"; (6) "Level 3: Organization Support and Change"; (7) "Level 4: Participants' Use of New Knowledge and Skills"; (8) "Level 5: Student Learning Outcomes"; and (9) "Presenting Evaluation Results." There are reflective questions at the end of each chapter along with sample evaluation forms, checklists, and helpful hints. (Contains approximately 290 references.) (SM) |
Índice
IV | 1 |
V | 3 |
VI | 5 |
VII | 8 |
VIII | 10 |
IX | 11 |
X | 13 |
XI | 14 |
XLV | 146 |
XLVI | 147 |
XLVII | 148 |
XLVIII | 149 |
XLIX | 150 |
L | 152 |
LI | 166 |
LII | 173 |
XII | 16 |
XIII | 22 |
XIV | 29 |
XV | 32 |
XVI | 36 |
XVII | 38 |
XIX | 40 |
XX | 41 |
XXI | 44 |
XXII | 48 |
XXIII | 56 |
XXIV | 60 |
XXV | 65 |
XXVI | 67 |
XXVII | 69 |
XXVIII | 71 |
XXIX | 78 |
XXX | 86 |
XXXI | 88 |
XXXII | 92 |
XXXIII | 93 |
XXXIV | 94 |
XXXV | 95 |
XXXVI | 99 |
XXXVII | 115 |
XXXVIII | 117 |
XXXIX | 119 |
XL | 121 |
XLI | 122 |
XLII | 123 |
XLIII | 124 |
XLIV | 126 |
LIII | 175 |
LIV | 176 |
LV | 178 |
LVI | 180 |
LVII | 182 |
LIX | 188 |
LX | 203 |
LXI | 205 |
LXIII | 207 |
LXIV | 209 |
LXV | 210 |
LXVI | 212 |
LXVII | 214 |
LXVIII | 235 |
LXIX | 245 |
LXXI | 246 |
LXXII | 248 |
LXXIII | 250 |
LXXIV | 252 |
LXXV | 255 |
LXXVI | 258 |
LXXVII | 260 |
LXXVIII | 266 |
LXXIX | 269 |
LXXX | 272 |
LXXXI | 275 |
LXXXII | 276 |
LXXXIII | 277 |
297 | |
301 | |
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Términos y frases comunes
achievement action research administrators Albert Einstein analyze appropriate asked Author's Note behaviors CBAM chapter classroom comparison groups consider context cooperative learning curriculum described designed determine devel educators evaluating professional development evaluation forms evaluation model evaluation report evaluation results evidence example fessional development focus focused follow-up gathering information Guskey identify implementation important improvements in student indicators individuals information on participants interviews involved issues knowledge and skills levels mastery learning meaningful measures ment methods observations offer opment organization support organizational planning portfolios practices procedures profes professional development activities professional development efforts professional development endeavors professional development evaluation professional development experience professional development programs program or activity programs and activities psychomotor psychomotor learning questionnaires questions reflective journals requires rience session sional development specific staff development stakeholders standards strategies student learning outcomes success summative support and change teachers teaching tion tive typically valid velopment