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Has Quality Assurance and Evaluation Made it Less Attractive to be a Teacher? A Survey in Five National Contexts
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| Presenter(s):
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| Carsten Stroembék Pedersen, University of Southern Denmark, csp@sam.sdu.dk
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| Peter Dahler-Larsen, University of Southern Denmark, pdl@sam.sdu.dk
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| Abstract:
Do teachers think that quality assurance and evaluation (QAE) initiatives have made it less attractive to be a teacher? A cross-national survey in England, Denmark, Finland, Scotland, and Sweden identified both national and individual variations in teachers' responses to this question. In order to explain these variations, we look at the influence of QAE on teacher autonomy and on perceived social trust in teachers. We also check whether these phenomena are related to the perceived use of evaluation at the school level and to QAE as a management instrument.
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Using Process Evaluation to Understand Context: A Practical Example
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| Presenter(s):
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| Lei Zhang, Centers for Disease Control and Prevention, lzhang2@cdc.gov
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| Martha Engstrom, Centers for Disease Control and Prevention, cpu5@cdc.gov
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| Abstract:
Capturing context is key to understanding program effectiveness because organizational factors (e.g., structures, processes and resources) and environmental variables (e.g., political and cultural climate) can greatly influence program accomplishments. However, in practice, evaluations frequently fail to seek adequate understanding of the context within which programs are implemented. This paper uses a process evaluation conducted by the Office on Smoking and Health (OSH), Centers for Disease Control and Prevention as a practical example to demonstrate how process evaluation can be effectively used to improve OSH's understanding of the environment in which OSH provides its technical assistance to National Tobacco Control Program (NTCP) grantees.
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Alternative Teacher Preparation: Evaluation as a Driver of Practice and Policy
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| Presenter(s):
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| Edith Stevens, ICF Macro, edith.s.stevens@macrointernational.com
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| Helene Jennings, ICF Macro, helene.p.jennings@macrointernational.com
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| Abstract:
Alternative teacher preparation is critical to addressing teacher shortages in Maryland. The expansion of these programs has occurred at a rapid pace, from eight to 26 programs in just three years. With this kind of growth the State wants to ensure that these programs are of high quality and are sustainable. The project evaluator, Macro International, played a pivotal role in helping the State design and implement sustainable models. In this presentation, particular attention will be given to how the evaluator collaborated with program operators and the State to develop a reporting template to capture key inputs and outcomes across programs. Presenters will discuss how results were used to strengthen current programs, inform the development of new programs, contribute to the creation of an accountability structure that is embraced by all program partners, and establish state (and possibly national) standards.
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