Outcome Evaluation Report for Preparing Educational Training Consultants: Skills Training (PETC-1).

Autor/inn/en	Arends, Richard I.; Green, David
Institution	Northwest Regional Educational Lab., Portland, OR.
Titel	Outcome Evaluation Report for Preparing Educational Training Consultants: Skills Training (PETC-1).
Quelle	(1976), (161 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Educational Programs; Evaluation Methods; Group Dynamics; Inservice Education; Inservice Teacher Education; Instructional Materials; Instructional Systems; Participant Satisfaction; Preservice Teacher Education; Process Education; School Personnel; Skill Development; Summative Evaluation; Training Methods; Workshops + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Gruppendynamik; Berufsbegleitende Ausbildung; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtsorganisation; Lehramtsstudiengang; Lehrerausbildung; Schulpersonal; Kompetenzentwicklung; Qualifikationsentwicklung; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung
Abstract	This report presents the results of a field test for the Preparing Educational Training Consultants: Skills Trainers instructional system (PETC-I), one of several instructional systems developed by the Improving Teaching Competencies Program of the Northwest Regional Educational Laboratory. The PETC-I is designed for mass distribution and use in the preservice or inservice training of educators. The materials of this system include training strategies and procedures plus participant instructional materials. The first chapter describes the PETC-I instructional system including its history, objectives, and components. Specific evaluation activities (designs, instrumentation, samples), data analyses and results from three independent studies are described and discussed in the second, third, and fourth chapters. The first study tested the effects of the program on skills trainers in terms of their satisfaction with and their perceptions that the program is relevant, useful, and needed, and their knowledge. The second study compared the effectiveness of skills trainers to produce satisfaction in Group Process Skills (GPS) trainees, and their perceptions of relevance, utility, and need of the training, and the knowledge outcomes of the GPS trainees. The third study investigated the impact of GPS training on the classroom climate for teachers participating in GPS workshops and compared these climates to teachers in a control group. Chapter five presents a summary of the evaluation and a brief discussion of the results. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC