Publication Date
2000
Abstract
This article describes the use of case studies as part of the formative evaluation conducted for the New York Collaborative for Excellence in Teacher Preparation (NYCETP). While case studies are often conducted for evaluations by outside experts, consultants, or evaluators themselves, we developed a strategy for case studies that used NYCETP faculty to case-study each other. This strategy involved cross-campus collaboration and cross-discipline (Arts & Science and Education) collaboration, and thus actively supported one of the NYCETP goals. The case study strategy also included the development of a faculty (peer) review form for evaluation of documentation of new and revised courses. Procedures for case studies and examples of case study benefits for faculty and evaluators are also described.
Volume
3
Issue
1
First Page
107
Last Page
115
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/E9HG-4484
Recommended Citation
Tittle, C K.; Pape, S. J.; and Flugman, B.
(2000)
"Using Evaluation to Foster NYCETP Goals: Case Studies and Intercampsus Collaboration,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 3:
No.
1, Article 17.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol3/iss1/17
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
