Evaluating School Programs: An Educator's Guide

Sanders, James R.; Sullins, Carolyn

doi:10.4135/9781483329277

Cited by 24 publications

(39 citation statements)

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“…Further, Royse, Thyer, and Padgett (2010, p. 12) emphasize that evaluation functions as a managerial process applied to obtain information referred in the decision making. In line with this, Olatoye and Aanu (2015) assert that evaluation acts as an information gathering process on the achievement of program objectives, its analysis, and the assessment on its effectiveness, whilst Sanders and Sullins (2006) affirm, "evaluation is the process of systematically determining the quality of a program and how it can be improved".…”

Section: Discussionmentioning

confidence: 99%

An evaluation of a public relations program in promoting synergistic cooperation between schools and industries

2018

Problems and Perspectives in Management

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This evaluation study responds to the need for public relations (PR) as a management function in building and maintaining reciprocal relationships between schools and industries that are increasing dramatically. The rapid development of public relations in Indonesia is influenced by socio-cultural changes in Indonesian society, which cannot be separated from the high intensity of national development. This evaluation research aims to compare the actual implementation of a PR program to its intended objectives in promoting cooperation between schools and industries. This study used the Discrepancy Evaluation Model (DEM) with four systematic stages: (1) definition, (2) installation, (3) process, and (4) product. The finding shows that there is no discrepancy between the program’s actual implementation and its predetermined objectives. The program implementation has met the criteria of success in achieving proposed goals (good category) and the program operates as it was planned. The program aimed to foster successful collaboration between schools and industries. The scope of the partnership includes information sharing for the purposes of curriculum development, student apprenticeship and competency tests.

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Section: Discussionmentioning

confidence: 99%

An evaluation of a public relations program in promoting synergistic cooperation between schools and industries

2018

Problems and Perspectives in Management

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“…Therefore, continuous evaluation of teacher education programs is a necessity for achieving quality programs, improving the outcomes for future professionals, and ensuring that they are qualified to teach in a variety of educational contexts. As Sanders (1992) put it, successful program development cannot occur without evaluation, because program evaluation is the process of systematically determining the quality of a school program and how the program can be improved. Teacher education program evaluation specifies the need for assessments of the quality or effectiveness of the teacher preparation program.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Formative Evaluation of the No-Fee Teacher Education Program from the Students' Standpoint

Han

Ling

2013

Chinese Education & Society

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“…More specifically, different aspects of a program can be evaluated such as Curriculum design, the syllabus and program content, classroom processes, materials of instruction, the teachers, the students, training, monitoring of learners' progress, learners' motivation, the institution, learning environment, staff development and decision making. (Sanders 1992;Weir & Roberts 1994) The present study is an attempt to evaluate factors related to ESP teachers.…”

Section: Theoretical and Research Backgroundmentioning

confidence: 99%

Evaluation of ESP Teachers in Different Contexts of Iranian Universities

Sherkatolabbasi

Mahdavi-Zafarghandi

2012

IJALEL

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In countries where English is mainly used for academic purposes, such as Iran, ESP plays a highly important role. In Iran, there are three major different contexts of ESP in which content teachers, language teachers, and professional ESP teachers at Language Departments of each discipline teach ESP. The present study intends to evaluate teachers in the three mentioned ESP contexts at several Iranian universities such as Shahid Beheshti, Esfahan, and Guilan Universities. For this purpose, at the first stage, 15 teachers and 30 students were interviewed and 20 classes were observed. At the second stage, 470 teachers and students of Medical and Para-medical Faculties were asked to participate in the study. A survey was run through distributing a 101-item questionnaire for teachers and an 83-item one for students, each one was checked through a pilot study and with a high reliability, among the participants. The results indicate teachers' and students' opinions of the current situation regarding their ESP context, especially the methodology, matched with each other. The results concerning the three contexts showed that context of Language Departments in each discipline is the most effective one as far as ESP teaching parameters are concerned and students and ESP teachers at Language Departments were mostly satisfied with their courses. On the other hand, the context of content teachers is the least effective one with the most problematic areas. This suggests that if ESP courses are offered by professional ESP teachers of Language Departments in each faculty, the shortcomings could be minimized.

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Evaluating School Programs: An Educator's Guide

Cited by 24 publications

References 0 publications

An evaluation of a public relations program in promoting synergistic cooperation between schools and industries

An evaluation of a public relations program in promoting synergistic cooperation between schools and industries

Formative Evaluation of the No-Fee Teacher Education Program from the Students' Standpoint

Evaluation of ESP Teachers in Different Contexts of Iranian Universities

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