Conference:
ECER 2008
Format:
Paper
Session Information
PRE_G3, Preconference; Paper Session G3
Paper Session
Time:
2008-09-09
10:00-11:30
Room:
C E38
Chair:
Solveig Hagglund
Contribution
The main purpose of this evaluation study was to evaluate Classroom Management Course, offered by the department of Educational Sciences at Middle East Technical University, to improve the course and identify the problems in the implementation of the program. The study addressed the following questions that formed a basis for questionnaire and interview questions: a) What do students expect to learn in this course? b) What do students think about time allocated for the classes c) Which kinds of skills have been emphasized in the classes? d) Which kinds of instructional materials indicate the importance for the course? e) Which kinds of instructional materials were used by the instructors? f) Which teaching methods indicate the importance for the course? g) What kind of teaching methods were used by the instructor? h) Which kinds of evaluation techniques were used by the instructor? i) What is the students’ general opinion about the course?
Method
The participants of the study were included 58 Computer Education and Instructional Technology students. Robert E. Stake’s Responsive Evaluation Model was used in the study because of the flexible nature of the model and its participant oriented approach. Needs assessment questionnaire was developed by researcher and one expert opinion was taken. One focus group interview was also conducted during the needs assessment. In the formative assessment four classroom observations and one focus group interview were conducted. During the summative evaluation process, the researcher interviewed with the instructor and focus group interview conducted with students. The questionnaire administered in needs assessment was afforded as post test.
Expected Outcomes
The results show that students put emphasis on activity sessions; they would like to apply the theoretical knowledge in real learning environment with elementary school students because the feasibility of the theories covered during the classes is a big question mark in their minds. They also expect for more student- centered activities like brain storming, role playing, and discussion.
References
Peterson,P.L. &Walberg,H.J. (1979). Research on teaching. USA; Mc Cutchan Publishing Corporation. Weasmer,J. & Woods, L. (2004). Burnout. Teacher training,4 (1), 18 -23. Jansen J. D. and Reddy V., (1994). Curriculum Analysis, a Reference Manual. Improving Educational Quality (IEQ) Project. Worthen, B. R., & Sanders,J. R. (1987). Educational Evaluation: Alternative Approaches and Practical Guidelines. Longman. New York. The Joint Committee on Standards for Educational Evaluation (1981). Standards for Evaluations of Educational Programs, Projects, and Materials. McGraw-Hill. Sowell, E. J. (2005). Curriculum: An Integrative Introduction. Pearson.
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