Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

A Qualitative Evaluatino of Statewide Networking Infrastructure in Education (NIE) Project, References

Carol Scott Whelan, Carl Frantz, Juanita Guerin, and Sylvia Bienvenu

University of Southwestern Louisiana, Lafayette, LA

Publications

Don Knezek

Lajeane Thomas

Carol Scott Whelan

Author(s): Whelan, Carol Scott; And Others
Title: A Comprehensive Evaluation of the 1990-91 Model Career Options Program.
Year: 1991
Abstract:
This publication provides evaluative information to decision makers at the state and local levels to assist in making judgments about the extent to which the goals of the Model Career Options Program (MCOP) were attained. The MCOP goals are: (1) to provide an opportunity for teachers to expand their professional horizons and explore new avenues in their roles as educators; (2) to provide teachers with meaningful career advancement; (3) to provide salary enhancements that reflect meritorious performance and advancement; and (4) to provide school systems with additional services based on the use of teachers' talents. The evaluation focuses on three separate options: teacher-to-teacher interaction (mentoring, peer coaching, peer consultant); extended contract option (provision of enrichment and remediation); and locally initiated MCOP programs (design and implementation of either a staff development or a curriculum development program). Evaluation instruments utilized, which yielded both formative and summative results, were questionnaires, interviews, a job satisfaction instrument, and teachers' logs. A 12-item list of conclusions, a 12-item list of recommendations, and a 9-item list of references are included. (LL)
Document Number: ED341664

Author(s): Whelan, Carol Scott; Duncan, Billy
Title: An Evaluation of Louisiana's 1989-90 Model Career Options Program for Teachers.
Year: 1990
Abstract:
The Louisiana Model Career Options Program (MCOP) is intended to encourage eligible, experienced teachers to explore new avenues in education and gain additional pay while remaining in the classroom. This evaluation provides information to decision makers at the state and local levels to assist them in making judgments about the extent to which the goals of the program have been attained and potential modifications needed. Three questionnaires were developed for each of the three groups involved in the MCOP: 21 principals, 21 mentor teachers and 21 interns (first-year teachers). The instruments were specifically oriented to the stated aims for and roles of intern, mentor, or principal. The mentor/intern instruments were closely correlated to determine mentor and intern perceptions and assessments of program elements. The first 30 items on the mentor and intern forms were designed to measure responses from members of each group relative to very specific functions or program elements. Findings revealed that the performance and/or program element was rated as adequate or better, with the exception that mentors did not feel that they were able to give the interns enough of their time. However, the interns indicated that the amount of time provided by the mentors was adequate. All groups rated the performance of the mentors and the program at above average levels. Some recommendations are made for program improvement. The data collection instruments are appended. (JD)
Document Number: ED323199

Author(s): Whelan, Carol Scott; And Others
Title: Statewide School Dropout Identification and Strategy Development Program: Does It Work?
Year: 1990
Abstract:
An evaluation of a statewide dropout prevention strategy program with 13 prevention projects conducted by the Louisiana State Department of Education in the 1988-89 school year is presented. Both summative and process evaluations are described. The attitudes of 831 10th-grade students were measured using a pretest and posttest attitude survey developed by P. Prestholdt (1986). Analysis of data from 11 of the projects constituted the summative aspect of the evaluation. Site monitors reviewed documents; observed classes; and interviewed school administrators, teachers, and students. Four of the programs demonstrated significant positive effects, while two indicated significant negative effects; one of these had such a large standard error of the mean than some testing irregularities appeared to have occurred. Process evaluation was conducted in these four projects that showed significant improvement: (1) a computer-assisted intervention project for potential dropouts; (2) a project focusing on training teachers and administrators in dropout prevention; (3) an integrated educational and social service delivery system to assist the city in dropout prevention efforts; and (4) an interactive instructional program combining the use of microcomputers and videodiscs to improve reading and writing skills of high-risk youth. Three tables present data from the studies. (SLD)
Document Number: ED319796

Copyright © 1996, ISTE (International Society for Technology in Education). All rights reserved.