Informing the Discussion on Evaluator Training

Christie, Christina A.; Quinones, Patricia Martinez; Fierro, Leslie A.

doi:10.1177/1098214013503697

Cited by 39 publications

(22 citation statements)

References 28 publications

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“…Some uncertainty still exists when it comes to knowing how teachers achieve the skills necessary to carry out their teaching work, about how they confront the challenges of today’s society with their students, and how they assess the students’ needs [10]. As Christie, Quiñones, and Fierro [34] noted, a considerable number of teachers have doubts when having to make assessments although they would like to gain sufficient knowledge and competence to do so well. All of these aspects, such as the lack of competencies and teacher’s experience of dealing with difficult situations, are relevant in highlighting the importance of the teacher’s persona when it comes to handling disruptive behaviours [33].…”

Section: Introductionmentioning

confidence: 99%

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Gallegos

Ruíz-Montero

Extremera

et al. 2019

IJERPH

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Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation.

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Section: Introductionmentioning

confidence: 99%

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Gallegos

Ruíz-Montero

Extremera

et al. 2019

IJERPH

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show abstract

“…Whether in undergraduate, graduate, or professional settings, evaluation coursework continues to focus on technical skills. Indeed, Christie, Quinones, and Fierro (2014) reported evaluators’ most frequently completed courses were statistics, research methods, and survey design. These approaches devote little attention to honing learners’ ability to interact productively with others.…”

Section: Discussionmentioning

confidence: 99%

Developing Interpersonal Skills of Evaluators: A Service-Learning Approach

Warner

2020

American Journal of Evaluation

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The challenge and opportunity for the field of evaluation is to prepare evaluators with sophisticated interpersonal competence alongside technical research skills. This article shows that service-learning, a “real-world” pedagogical model, holds promise as a way to educate students in evaluation while developing their interpersonal skills. While other community-based approaches offer experiential applications of evaluation methods, service-learning adds the important element of reflection to deepen student learning. A course that employed the “client-based” service-learning approach, individual-to-group student assignments, practice with interpersonal skills, and ongoing reflection activities is presented as a pedagogical approach to expand the range of interpersonal skills that can be developed among students. Student surveys showed that the course conveyed many benefits beyond technical knowledge of evaluation: use and awareness of important interpersonal skills, growing insight into their community and its people, growth of professional self-confidence, and kindling an interest in the field of evaluation.

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“…In line with previous research (Christie, Quiñones, & Fierro, 2014), our interviewees drew upon conceptual principles associated with more than one theoretical framework. Thus, we also describe the "secondary" or less salient models used to guide the site-level evaluations of BUILD.…”

Section: Secondary Theoretical Approachesmentioning

confidence: 99%

Theoretical and conceptual frameworks across local evaluation efforts in a nationwide consortium

Christie

Wright

2022

New Drctns Evaluation

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This paper describes the theoretical and conceptual frameworks used to guide the site-level evaluations of Building Infrastructure Leading to Diversity (BUILD) programs, part of the Diversity Program Consortium (DPC), funded by the National Institutes of Health. We aim to provide an understanding of which theories informed the evaluation work of the DPC and how the frameworks guiding BUILD site-level evaluations are conceptually aligned with one another and with the consortium-level evaluation.

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Informing the Discussion on Evaluator Training

Cited by 39 publications

References 28 publications

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Developing Interpersonal Skills of Evaluators: A Service-Learning Approach

Theoretical and conceptual frameworks across local evaluation efforts in a nationwide consortium

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