![]() ![]() "What is the perceived impact of the program on K-12 preservice teachers?" (Product). ![]() ![]() "How is diversity training for K-12 preservice teachers implemented programmatically?" (Process) 4. "What resources/instructional methods/other materials addressing LGBT diversity issues are made available for K-12 preservice teachers?" (Input) 3. It arose from the observation that traditional approaches to evaluation designs were found to be l nd often too rigid for evaluating dynamic social conteimited a. "What is the local climate surrounding University X as it relates to LGBT issues?" (Context) 2. CIPP model for evaluation The CIPP model was devised by Guba, and further developed by Stufflebeam, in the 1960s. "CIPP Program Evaluation Research Questions." 1. This CIPP evaluation model focused on the formative (Content, Input, and Process) and summative (Product) approaches to improvement of projects, programs, personnel, products, institutions, and systems within the K-12 preservice teachers degree program. This research focused on each of the four CIPP components through document analysis of targeted courses and qualitative interviews of program stakeholders. The purpose of this program evaluation was to examine the four components of the CIPP evaluation model (Context, Input, Process, and Product evaluations) in the diversity training program conceptualization and design delivered to College of Education K-12 preservice teachers at a large university in the southeastern United States (referred to in this dissertation as University X) as the training relates to LGBT issues.
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