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Building Evaluation Capacity Among School Leaders: The Development and Formative Evaluation of 'A School Leader's Guide to Evaluating Research'
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| Presenter(s):
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| Tamara M Walser, University of North Carolina at Wilmington, walsert@uncw.edu
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| Abstract:
Given requirements for the implementation of research-based educational programs, it is more important than ever that school leaders be able to evaluate the research that textbook publishers, program developers, and research organizations conduct to provide the 'research-based' stamp of approval needed for program adoption. Schools and school districts must build the capacity to evaluate research appropriately. The purpose of this presentation is to describe the development and formative evaluation of 'A School Leader's Guide to Evaluating Research,' including: the established need for the guide, particularly given No Child Left Behind legislation; the research basis for development of the guide; the process and results of a formative expert review of the guide; future development and evaluation plans; and implications for practice. The presentation will focus on the contents of the guide and the expert review process and results as formative evaluation of the guide.
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A Development of the Professional Learning Community Building Benchmark for Schools
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| Presenter(s):
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| Narongrith Intanam, Chulalongkorn University, narongrith.int@gmail.com
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| Suwimon Wongwanich, Chulalongkorn University, wsuwimon@chula.ac.th
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| Nuttaporn Lawthong, Chulalongkorn University, lawthong_n@hotmail.com
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| Abstract:
The purposes of this study were (1) to develop the factors and indicators of the professional learning community (PLC), (2) to develop the criterion and indicators of the PLC building benchmark, and (3) to examine the qualities of the PLC building benchmark. This study employed the research & development methodology and undertook in two phases, i.e. (1) a documentary research and survey research at 180 schools that randomized by using two-stage random sampling, and (2) a case study research by using multi-site evaluation approach at five schools that the best practice in Thailand. The instruments were a coding record, a semi-structured interview, and a questionnaire. Multilevel factor mixture model of the PLC was conducted by using Mplus program. The qualitative data analysis was conducted by using content analysis. The result of model were conveyed the key information to evaluate the PLC, and to develop the PLC building benchmark for schools.
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Organizational Learning Propelled by the Developing Stages of Evaluation: An Oriental Context of Investigation
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| Presenter(s):
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| Hui-Ling Pan, National Taiwan Normal University, joypanling@yahoo.com.tw
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| Abstract:
Organizational learning is a significant topic investigated in the literature of process use. More empirical studies in the school context are needed since the findings would lead to positive implications for school personnel to lessen resistance toward evaluation. Since 2006, Taiwan government has been launching a pilot program of teacher evaluation for assisting teacher professional development. However, the program is not commonly welcomed by teachers. In order to give schools a different angle to think about evaluation, a case study linking organizational learning and evaluation was conducted. The study aims to inform schools that a pilot program of teacher evaluation may enhance organizational learning and furthermore to bring about school improvement. A high school was selected for investigation and a constructive perspective was used to analyze the data. It was found that three stages of teacher evaluation program were implemented in the case school according to their developing needs. And organizational learning, going through the impulsive, egocentric, interpersonal, institutional and critical stages was observed in an oriental school context.
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