DOI
https://doi.org/10.25772/ESJ2-QE70
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
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Higher Education and Teaching Commons