Educational Evaluation: Rethinking the Criteria of Competence

Shapiro, Edna

doi:10.1086/443101

Cited by 18 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In recent discussions of Head Start research, Messick and Barrows (1972), Shapiro (1973), and Zimiles (1977) have commented on the need for observation studies that describe classroom process and teacher-child interaction. Although some observation instruments have been developed for use in early childhood classrooms (Boyer, Simon, & Karafin 1973; COMMENTARY AND REPLY classroom process and teacher behavior.…”

mentioning

confidence: 99%

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

Thomson¹,

Holmberg²,

Baer³

et al. 1978

Monographs of the Society for Research in Child Development

View full text Add to dashboard Cite

This Monograph reports the results of teaching preschool teachers to be successful at increasing desired behaviors of their children, thus becoming successful teachers. Five teacher-training techniques were examined experimentally under single-subject designs: written assignments, feedback from viewing graphs, on-the-spot feedback from a wireless radio (Bug-in-the-Ear), feedback from an observer, and self-counting. Those teaching procedures that included prompt and frequent information to the teacher about the behavior under study were the most effective techniques. Self-counting, in which the teacher tallied the number of times she emitted the behavior of either priming or reinforcing social or verbal behavior of a child (or children), and observer feedback, in which the observer reported to the teacher periodically during the hour the frequency of her behavior, were the most reliable teaching techniques. The other procedures, while less reliable than self-counting and observer feedback, were effective with some teachers. Maintenance of teacher behavior across settings was examined with a group of Head Start teachers, and maintenance of teacher behaviors across different child behaviors and different children was examined with three student teachers. The results indicated that teaching was more likely to maintain if it occurred in the teacher's home setting rather than at another site. In all cases, when generalization occurred across settings, time, or children, the frequency of the teacher's behavior was not as high as when the relevant behavior had been trained directly. Results supported the proposal that it is possible to define effective teacher behavior, not just characterize it, as it occurs in the classroom, and that effectiveness can be measured by defining and observing the child behaviors to which teacher behaviors are directed.

show abstract

mentioning

confidence: 99%

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

Thomson¹,

Holmberg²,

Baer³

et al. 1978

Monographs of the Society for Research in Child Development

View full text Add to dashboard Cite

show abstract

“…The type of educational arrangements children experience have obvious as well as subtle effects, which may influence their ability to perform in other learning or assessment contexts. Shapiro (1973) found that children in an informal educational program were less able to deal with the task demands of a standardized test than were traditionally educated children, even though the content of the test was presumed within their grasp. Prior forms of educational experience and as,e.smznt had taught these children certain skills that did not transfer well into the new context.…”

Section: Resultsmentioning

confidence: 94%

The Social Context of Instruction: Group Organization and Group Processes.

Pallas¹,

Peterson²,

Wilkinson³

et al. 1987

Contemporary Sociology

View full text Add to dashboard Cite

show abstract

“…This hypothesis could be tested in a gross impact model by including a dummy variable indicating whether the participant received a needs assessment. Shapiro (1973) provides an example of how differ ences between quantitative and qualitative results were resolved in a study of elementary education.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Programs

Blalock¹

1990

Evaluating Social Programs at the State and Local Level: The JTPA Evaluation Design Project

View full text Add to dashboard Cite

The JTPA Evaluation Design ProjectChanges in the organization and operation of publicly supported social programs in the 1980s have vastly increased state and local responsibility for providing evidence of program accountability. The paucity of evidence required for federal reporting purposes, however, has often proved insufficient to establish the broader credibility of these programs or to guide decisions about how to adjust program policies or improve programs at those levels. Also, although evaluation research has been generally accepted since the late 1970s as the least biased means of establishing program accountability, most state and local service organizations have lacked the funds and specialized exper tise to develop the ongoing evaluation capability now needed. Therefore, the new evaluation expectations and increased resource constraints of the last decade have created a novel dilemma.This dilemma provided the context for a new national evaluation project, the JTPA Evaluation Design Project. Initiated, developed, and directed by the Washington State Employment Security Department, the project responded to new state and local oversight obligations authorized by the Job Training Partnership Act (JTPA). Ironically, although this legislation mandated pro gram evaluation at the state level, it substantially reduced overall program fund ing compared with previous efforts targeted to the disadvantaged, unemployed, and poor and it placed tight restrictions on the use of this funding for administra tion, including program oversight. Although states could use a small set-aside for technical assistance, under which evaluation could be rationalized, this money was formally tied to the provision of fiscal incentives and technical assistance sanctions related to the level of state and local compliance with per formance requirements.Far removed from the affluent days of the 1960s and 1970s, when federal evaluation money flowed relatively freely to extensive national program evalua tions, and still strongly affected by the legacy of state and local dependence on federal research efforts over that impressive period, the new mandate left most states struggling to define and meet the new obligations they had so precipitously inherited. Washington State was no exception.An initial challenge was to develop new automated information systems for adequately monitoring decentralized programs against basic federal re quirements. In the process of designing a new management information system (MIS) for the state of Washington, the commissioner of the Employment Securi ty Department requested an issue paper anticipating information needs for evaluation activities. A monograph on the meaning and value of program evaluation, and the kinds of data and information system features it would be likely to involve, became the basis of a serious agency effort to search for outside funds to support oversight activities beyond the simple monitoring of programs to determine compliance with federal requirements.The fund-search process increa...

show abstract

Educational Evaluation: Rethinking the Criteria of Competence

Cited by 18 publications

References 0 publications

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

The Social Context of Instruction: Group Organization and Group Processes.

Evaluating Programs

Contact Info

Product

Resources

About