Literaturnachweis - Detailanzeige
| Autor/in | Howley-Rowe, Caitlin |
|---|---|
| Institution | Appalachia Educational Lab., Charleston, WV. |
| Titel | Evaluation of Quest Summer Symposium, August 1998. |
| Quelle | (1998), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Strategies; Collegiality; Conferences; Educational Change; Elementary Secondary Education; Networks; Professional Development; Program Evaluation; Student Evaluation; Summer Programs |
| Abstract | As part of its contract to develop a framework for continuous school improvement in its four-state region (Kentucky, Tennessee, Virginia, and West Virginia), Appalachia Educational Laboratory staff designed the Quest project. Based upon principles of inquiry, collaboration, and action research, Quest supports and investigates ongoing school improvement efforts through rallies, summer symposia, a Scholars program, visits to participating schools, communication via listserv and mailings, and the creation of a Quest network of schools. This report describes and assesses the first summer symposium, held in Gatlinburg, Tennessee, on August 10-11, 1998. Participants included 73 students, teachers, parents, staff, and administrators from 11 schools, 4 school districts, 2 universities, and the Kentucky State Department of Education. The symposium was more like conventional professional development activities than other Quest events, offering sessions on senior projects, creating and using rubrics to assess student work, project-based learning, student writing portfolios, Microsociety, and a process called Interview Design. Evaluation data were generated by evaluator participant observation, unstructured interviews, final evaluation feedback, and the interview design process. Most participants thought the sessions were informative and relevant. The knowledge and preparedness of presenters received the highest ratings. Recommendations included more clearly addressing the needs of elementary educators, more actively engaging attendees, and offering evidence of the effectiveness of assessment strategies described in sessions. Appendices present session evaluation forms, final evaluation forms, session scores, and the evaluation standards checklist. Contains 16 references. (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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