Defense Date

2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Education

First Advisor

Joan Rhodes

Second Advisor

Yaoying Xu

Third Advisor

Terry Dozier

Fourth Advisor

Mark Allan

Abstract

This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing on the perceptions of preservice teachers, cooperating teachers and course instructors about the EFE evaluation objectives, evaluation experience, and resulting data usage. The EFE evaluation protocol at the study site is explored using a participatory-oriented evaluation model that solicited the perceptions of stakeholders. Analysis of EFE evaluation documents and semi-structured interviews with the stakeholders were conducted to explore the extent to which (1) official EFE objectives are congruent with the EFE evaluation, (2) the intended evaluation experience is congruent with stakeholders’ perceptions of the evaluation experience, and (3) intended data usage is congruent with reported data usage. The findings indicate that the EFE evaluation process is logistically sound, but does not assess and facilitate preservice teacher learning. Recommendations to improve the merit and worth of the evaluation process are presented.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

9-21-2015