Mazur Rebecca, Woodland Rebecca H
Department of Educational Policy, Research and Administration, College of Education, University of Massachusetts Amherst, 813 North Pleasant Street, Amherst, MA, 01003, USA.
Eval Program Plann. 2017 Jun;62:25-34. doi: 10.1016/j.evalprogplan.2017.02.011. Epub 2017 Feb 20.
In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003; Bamberger, 1999; Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975; Guskey, 2002; King, 2014; Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or "levers" that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed.
在本文中，我们分享了对PEILI进行总结性评估的结果。PEILI是一个针对巴基斯坦中学教师的美国成人专业发展/培训项目。该评估以文化能力理论（美国心理学会，2003年；班伯格，1999年；沃兹沃思，2001年）以及专业发展/培训与教学设计评估的既定框架（贝内特，1975年；古斯基，2002年；金，2014年；柯克帕特里克，1967年）为指导。文中描述了利益相关者关于项目资源、活动、产出和成果之间联系的明确和隐含假设。通过专业知识的前后测得分以及基于标准的绩效评估量表来衡量参与者的知识和技能。除了衡量项目的短期成果外，我们还试图将理论驱动的思维纳入评估设计。因此，我们考察了参与者的自我效能感和社会资本获取情况，这两个基于证据的决定因素或“杠杆”，从理论上解释了干预与其成果之间的变革空间（陈，2012年）。通过自我效能感前后测和社会网络分析收集并分析了有关项目决定因素的数据。关键评估结果包括参与者获得了新的教学技能、自我效能感增强以及形成了初步的专业支持网络。文中讨论了所吸取的经验教训以及对跨文化教师专业发展项目设计和评估的启示。
