Overview from Chapter 3 of Measurement and Evaluation in Psychology and Education

Overview from Chapter 3 of Measurement and Evaluation in Psychology and Education (8th Edition).
http://www.amazon.com/gp/product/0132403978/ref=oh_o03_s00_i00_details

Giving Meaning to Test Scores on Prezi

My highlights from chapter 1 of  Tinkering toward Utopia: A Century of Public School Reform by David Tyack and Larry Cuban

Amazon Link: http://www.amazon.com/gp/product/B002P6886A?ie=UTF8&ref_=r_soa_w_dMy Notes Link: https://kindle.amazon.com/work/tinkering-toward-utopia-century-ebook/B000B3CFHM/B002P6886A

Change where it counts the most-in the daily interactions of teachers and students-is the hardest to achieve and the most important, but we are not pessimistic about improving the public schools.Read more at location 123

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Basic to their conception of educational science was a conviction that children had different abilities, interests, and destinies in life. hence schools should treat them differently; this was their concept of equality of educational opportunity. They gave different labels to students who did not fit their definition of "normal," and they created tracks and niches for them. Progress to these experts meant a place for every child and every child in his or her place.27 Read more at location 238

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President Lyndon Johnson declared that proper schooling could prevent poverty, not merely ameliorate the lives of the poor, echoing a claim made by Horace Mann more then a century before.Read more at location 336

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Although Johnson's War on Poverty relied heavily on schools as an agent of reform, actual redistribution of educational resources lagged far behind need, for "savage inequalities" persisted, particularly in urban and rural schools that enrolled the poor and people of color.Read more at location 345

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Parents who have children in public schools tend to rate public education much more highly than the average respondent, and those polled have a higher opinion of local schools than they do of schools in general. Parents give high ratings to the particular schools their children attend.Read more at location 391

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Because nonparents rate schools significantly lower than parents do, changing demographics help to explain why the public ratings of schools dropped so precipitously between 1974 and 1983.Read more at location 399

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When teachers were asked why they became dissatisfied and left the profession, their top two grievances were "public attitudes toward schools" and "treatment of education by the media."Read more at location 412

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The historian Lawrence A. Cremin questions the assertion that bad schools are responsible for a deteriorating economy: "to contend that problems of international competitiveness can be solved by educational reform ... is not merely utopian and millennialist, it is at best foolish and at worst a crass effort to direct attention away from those truly responsible for doing something about competitiveness and to lay the burden instead on the schools." WeRead more at location 427

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David C. Berliner, an educational psychologist, argues that "the public school system of the United States has actually done remarkably well as it receives, instructs, and nurtures children who are poor, without health care, and from families and neighborhoods that barely function." For all their defects, schools may still be the most positive influence many children encounter, given the turbulence and dysfunction in many impoverished neighborhoods.Read more at location 479

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The public schools, for all their faults, remain one of our most stable and effective public institutions-indeed, given the increase in social pathologies in the society, educators have done far better in the last generation than might have been expected.Read more at location 492

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The key problem is to devise plausible policies for improvement of schooling that can command the support of a worried public and the commitment of the educators upon whom reform must rely.85 Read more at location 509

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Chapter 6: Curriculum Alternative Approaches, Ongoing Issues

Principal is not the instructional leader of the school, but the leader of instructors.

External Facilitators:  Anyone from outside.

Principals:
Styles: Collaborative, Transformational, Interactional, Democratic

Parents: Chart on pg 197

Students

Teachers: Most important in planning (Constantly planning, reflecting, evaluating)

Chapter 4: Curriculum Alternative Approaches, Ongoing Issues

Curriculum Theorizing Outline

Bethany Bevins

Gardner-Webb University

I.  What is Curriculum Theorizing?
   

A.  What is a Theory?

       

      1.  A coherent group of general propositions used as principles of explanation for a        

           class of phenomena.

       2.  A proposed explanation, the status of which is still conjectural.

       3.  A body of principles, theorems about a subject.

       4.  That branch of a science or an art that deals with principles and methods.

       5.  Guess or conjecture.

 

       (Marsh & Willis, 2007, p. 97)

B.  Criteria for a Good Curriculum Theory

    1.  According to Walker (2003), curriculum theory should include:

         A.  Validity, which provides meaningfulness, logical consistency, and factual

               Correctness.

         B.  Theoretical power, which contributes to basic understanding.

         C.  Serviceability, which helps resolve central curriculum problems.

         D. Morality, which clarifies underlying values.

         (Marsh & Willis, 2007, p. 98)

Chapter 3: Curriculum Alternative Approaches, Ongoing Issues

A reasonable curriculum approach should include:
An understanding of curriculum and the process of curriculum development
A value system that allows you to give a basis for your decisions
An understanding of the basic assumptions about the world, society, and morality

Tyler
4 big questions a curriculum planner must ask, and should be asked and answered in a certain order

Walker's Deliberative Approach
Studying what people actually do in development of curricula, he said that better curricula will come about when those who are planning it understand the complexity of the process.  3 basic phases: platform, deliberation, and design

Eisner's Artistic Approach
Curriculum design needed a variety of new assumptions and methods that will help elucidate the complexity of the field

Deliberative Democratic Evaluation Checklist

Principle 1: Inclusion
The evaluation study should consider the interests, values, and views of major stakeholders involved in the program or policy under review.

Principle2: Dialogue
The evaluation study should encourage extensive dialogue with stakeholder groups and sometimes dialogue among stakeholders.

Principle 3: Deliberation
The evaluation study should provide for extensive deliberation in arriving at conclusions.

Get the Checklist at http://www.wmich.edu/evalctr/archive_checklists/dd_checklist.PDF

Case Study

Concerned with descriptions exploration and understanding.

Caution regarding Generalizations

Be aware and frequently reflect on our own position and how it may bias your description/interpretation

Triangulate whenever possible: use evidence from diverse sources

Key Evaluation Model

Preliminaries
Executive Summary
Preface
Methodology

Foundations
Background and context: ID setting
Descriptions and definitions: descriptions based on client information AND develop correct and complete descriptions
Consumers: Direct and indirect inpactees
Resources: Strengths of program, what define the "possibility space"
Values:  value in evaluation, value of information derived from study

Sub-Evaluation
Process Evaluation: Assessment of merit, worth, and significance, evaluations of outputs leading to true outcomes
Outcome Evaluation: good/bad effects on program recipients
Comparative Cost Effectiveness: Time spent, monetary support
Generalizability: can it be applied to multiple areas-versatile?
Exportability
Overall Significance

Conclusions
Recommendations and Explanations
Responsibilities
Reporting and Follow-ip
Meta-Evaluation: An evaluation of the evalution

Utilization-Focused Evaluation Model

Utilization-Focused Evaluation on Prezi

Grounded Theory Model

Qualitative Research:
Asserts multiple realities, based on individual perceptions.
Open-ended methodology; bottom-up approach

GTM: is used when there is no theory

RQ: How do people behave in/react/respond to...?

How Does it Work?
20-30 with a common experience
Problem: their perceptions are studied as to how they act/react/ strategically deal with a shared phenomenon.

Data: interview, multiple times

Data Analysis: constant comparative method

Written Report: structured and includes graphic

Steps of Data Collecting & Analysis
Open or axial coding
Axial coding

End Results in GTM
Selective coding=hypothesis or theory grounded in data
Conditional Matrix=graphic, which shows complex interrelationships

Validity (Quan) = Trustworthiness (Qaul.)

CIPP Evaluation Model

My presentation and notes for the CIPP Evaluation Model by Daniel L. Stufflebeam.

Notes: http://goo.gl/MOJqe

CIPP: A systematic way of looking at program evaluation

Context What Needs to be done?
Input: How should it be done?
Process: Is it being done?
Product: Did it succeed?

Basically, the CIPP model requires that a series of questions be asked about the four different elements of the model.  It is a checklist.

Context

What is the relation of the course to other courses?

Is the time adequate?

What are the links between the course and research/extension activities?

Is there a need for the course?

Inputs

What is the entering ability of students?

What are the learning skills of students?

What is the motivation of students?

Are the aims suitable?

What resources/equipment are available?

Process

What is the workload of students?

Is there effective 2-way communication?

Is knowledge only transferred to students, or do they use and apply it?

Is the teaching and learning process continuously evaluated?

Product

Is there any informal assessment?

How do students use what they have learned?

How was the overall experience for the teachers and for the students?

What are the main ‘lessons learned’?

History

The CIPP Evaluation Model is currently in its 5th installment

Comprehensive framework for guiding evaluation of programs, personnel, products, institutions, and systems

• 1st 1966:  Stufflebeam stressed the need for process as well as product evaluations
• 2nd 1967:  Included context, input, process, and product evaluations and emphasized that goal-setting should be guided by context evaluation, including a needs assessment, and that program planning should be guided by input evaluation, including assessments of alternative program strategies.
• 3rd 1971: set the 4 types of evaluation within a systems: Impact, Effectiveness, Sustainability, and Transportability
• 4th 1972: showed how the model could and should be used for summative as well as formative evaluation.

5th and Current Installation 2002:

Breaks out product evaluation into four subparts:

• Impact: evaluation assesses a program's reach to the target audience.
• Effectiveness: evaluation assesses the quality and significance of outcomes.
• Sustainability: evaluation assesses the extent to which a program's contributions are successfully institutionalized and continued over time.
• Transportability: evaluation assesses the extent to which a program has (or could be) successfully adapted and applied elsewhere.

All in order to help assure and assess a program’s long-term viability

Works Cited

Stufflebeam, D.L. (2002, June). Cipp evaluation model checklist. Retrieved from

http://www.wmich.edu/evalctr/archive_checklists/cippchecklist.htm

Talyor, P, & Beniest, J. (2003). The CIPP Evaluation Model. Training in agroforesty: a toolkit for

trainers. Retrieved January 15, 2011, from

http://www.cglrc.cgiar.org/icraf/toolkit/toolkit.pdf

Chapter 2: Curriculum Alternative Approaches, Ongoing Issues

My notes from Chapter 2: Curriculum History

2.1 Introduction
Curriculum taught in a given classroom, school, community, state, or nation is never fixed in any final sense.  Any curriculum planned or enacted should be viewed as the end point of a series of human decisions, and as such it is a subject to constant review and revision.

2.1 Three Focal Points for Curriculum History
1. The Nature of the Subject Matter
Subject matter is the content of the curriculum, and choices about what subject matter to include within the curriculum are also choices about what to leave out.

2. The Nature of the Society
If the curriculum is to have utilitarian value, then it must lead the student not only to knowledge of the external world for its own sake, but also to knowledge than can be applied in the world.  To determine usefulness, the society in which the students exists must be taken into account.  And how society should be in the future.

3. The Nature of the Individual
Though all persons in some ways are like all others, everyone is also unique.  The same curriculum cannot be equally appropriate for all individuals.

2.3 The Colonial Era and the Early United States
Settelers has two common assumptions: only a few people needed much formal education and formal education should be directed at bringing people into conformity with some prevailing ideal of what an education person should be.

The Harvard Curriculum: See figure in book, provides a good indication of what elementary and secondary education in colonial America was meant to lead up to.

Franklin's Academy: Proposed the creation of an academy that would emphasize training in practical subjects.  Classics would still be taught, but not required for everyone.  Franklin's academy would include PE, drawing, mechanical arts, math, history, geography, civics, horticulture, science, religion, and others.

The 19th Century
Formal education in the US was directed toward the training of the mind and was still limited to the small proportion of the population for whom such training was deemed suitable.  The curriculum was a relative few, well-ordered academic subjects were repositories of the highest knowledge and led to godliness, virtue, and understanding.

Political democracy changed through out the century.

Sociological changes caused curriculum of many schools to become increasingly oriented toward practical subjects and social utility.

The Common School Movement and the Expansion of the Curriculum
Academies opened for a number of americans, particuallry the middle class,  and reflected a growing belief that America should provide opportunities for a naturla aristocracy of virtue and talent to flourish.  Built on and extended the growing popular demand for universal elementary schooling.

Early in the century, educational leaders began to become aware of the incongruity of pushing for the development of a system of free adn universal elementary education to be followed by secondary eduction provided privately.

The common school movement was an effort to democratize American education by making the smae kind of schooling available to all.

By the middle of the century, local public schools were teaching not only the usual staples of Latin, Greek, reading, grammar, writing, arithmetic, but also French logic, citizenship, and much more.

Morrill Act in 1862 the idea of a society-centered curriculum of practical subjects was formally extended to higher education.

Reports of the National Education Association
The latter half of the 19th century can be described as a period of debate, between defenders of the traditional academic curriculum based on the nature of subject matter and advocates of a newer, more practical curriculum based on the nature of society.
1876: A Course of Study from Primary School to University
1893: The Committee of Ten:  Set the tone for education for America, Secondary
1894 The Committee of Fifteen: Set the tone for education for America, Elementary

The 20th Century
Forces shaping American curriculum were traditionionalists, who advocated subject centered curriculu, and two types of nontraditionalists:  those who advocated society centered curricula and those who advocated individual centered curricula

The Cardinal Principals of Secondary Education
1. Health
2. Command of fundamental processes
3. Worthy home membership
4. Vocation
5. Citizenship
6. Worthy use of leisure
7. Ethical character

Franklin Bobbitt and Activity Analysis

Child-Centered Pedagogy

The 1927 NSSE Yearbook:  "...a noble attempt eliminate confusion and to create a common approach to curriculum."  Fail to gain consensus.

The Eight-Year Study:  seemed to demo that individual centered curricula were at least as good a preparation for college as was the traditional subject centered and an even better preparation for life in general.

After World War II:

Sputnik and the National Response: Curriculum reform based on ver dramatized fears for national security, intense and exaggerated criticism of US school system.  Serious consideration of single curriculum-desirable and feasible (or so they thought)

The Curriculum Reform Movement

A New Risk to the Nation:  If an unfriendly foreign power had attempted to impose on America the mediocre education performance that exists today, we might well have viewed it as an act of way.." National Commission on Excellence in Education, 1983)

The National Commission on Excellence in Education

Prospects for the 21st Century

No Child Left Behind
Research indicated: American schools are functioning well and steadily improving, especially for minority group students."

Curriculum and Instruction Graphic

Assigned to draw and graphic on Curriculum and Instruction. We didn't have any paper, so we used Google Drawings.

Morgan Chapter 9 and 10

Morgan Chapter 9
Organizations as Instruments of Domination

Summed up by Great Pyramid of Giza

Majority working in the interests of the few

Social Domination
Charismatic
Traditional
Rational-Legal

Death of a Salesman


Results:
Degradation or Deskilling of work
Primary Labor Market -> Secondary Labor Market
Minorities and socially disadvantaged most likely:
Perform dirty work
Lower wages
little job security
Few benefits

Work Hazards

Workaholic/Stress

Multinations
World economy dominated by activities of giant corporations are a BAD THING.
Exploitation of host countries

Chapter 10
Organizations and management theories are metaphors - to see things in a partial way

Metaphors help you see something in a way someone wants you to see it.

Plato's Cave

http://en.wikipedia.org/wiki/Allegory_of_the_cave

Morgan Chapter 7

Curriculum Theory Visual

Curriculum Theory Visual
Originally uploaded by saltybagel

The assignment was to create a visual on Curriculum Theory. I used the Key Elements of the Instructional Design Process. I did a little tweaking out popped the four most important things.

Students, Objectives, Methods, Evaluations