Impact-Based Training Evaluation Model (IBTEM) for School Supervisors in Indonesia

Autor/inn/en	Sutarto; Usman, Husaini; Jaedun, Amat
Titel	Impact-Based Training Evaluation Model (IBTEM) for School Supervisors in Indonesia
Quelle	In: International Education Studies, 9 (2016) 2, S.149-165 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Supervisors; Training Methods; Program Evaluation; Research and Development; Program Implementation; Guides; Program Development; Program Effectiveness; Program Validation; Models; Mathematical Formulas; Interviews; Position Papers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Didaktik; Trainingsmaßnahme; Programme evaluation; Programmevaluation; Forschung und Entwicklung; Handbuch; Leitfaden; Programmplanung; Analogiemodell; Mathematische Formel; Interviewing; Interviewtechnik; Positionspapier; Indonesien
Abstract	This article represents a study aiming at developing: (1) an IBTEM which is capable to promote partnership between training providers and their client institutions, easy to understand, effective, efficient; and (2) an IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. The method used in the study was Research and Development (R & D) suggested by D. Gall, P. Gall, and Borg (2007) that was simplified into three phases: pre-development, development, and validation phases. The pre-development phase was used to review related theories, interview resource persons, and collect relevant documents. The result of this phase was an IBTEM draft. The development phase was used to organize a focus group discussion (FGD) attended by participants from the Yogyakarta Education Quality Assurance Institute, Regional Offices of Education, school supervisors, principals, and teachers. The result of this phase was a revised IBTEM draft. The validation phase consisted of internal and external validations. The internal validation was done through a Delphi technique. The team in the Delphi involved experts in educational evaluation, educational management, and vocational education. The result of the internal validation phase was a theoretical IBTEM that was then validated externally. The external validation was conducted by carrying out limited field testing of the theoretical IBTEM involving three institutions: the Center for Development and Empowerment for Arts Teachers, Center for Development and Empowerment for Mathematics Teachers, and the Yogyakarta Education Quality Assurance Institute. The external validation phase resulted in a final IBTEM. The study results confirm that: (1) the developed IBTEM is capable to promote partnership between training providers and their client institutions, easy to understand, effective, and efficient; and (2) the developed IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01