Graduate Program Evaluation Employing a Status Survey and Matrix Scores.

Autor/inn/en	Denton, Jon J.; Ash, Michael J.
Titel	Graduate Program Evaluation Employing a Status Survey and Matrix Scores.
Quelle	(1978), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Evaluation; Curriculum Study Centers; Education Majors; Education Work Relationship; Educational Psychology; Employment Patterns; Graduate Study; Graduate Surveys; Graduates; Higher Education; Program Effectiveness; Program Evaluation; Relevance (Education); Teacher Education; Teacher Education Programs + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Erziehungspsychologie; Pädagogische Psychologie; Beschäftigungsstruktur; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Relevance; Relevanz; Lehrerausbildung; Lehrerbildung
Abstract	A survey of former students from graduate programs in Educational Curriculum and Instruction and in Educational Psychology at Texas A & M University sought to determine graduates' employment patterns and professional profiles and their perceptions concerning the effectiveness of their programs. Fifty-two percent of the graduates responded to mailed questionnaires, providing information on current professional role, membership in professional organizations, publications, presentations, and recognitions. They also rated the necessity and quality of service or instruction provided by the programs. Findings indicated that: (1) The majority of respondents were engaged in professional education; (2) Doctoral recipients were more active in professional associations; (3) Respondents with doctorates were less critical of their programs than were their counterparts; and (4) Where program limitations were seen, graduates perceived the quality of the curriculum associated with certain services/skills to be limited given the relative importance of the skill. Program components found to be in need of revision are listed, and implications of the study are discussed. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC