Exploratory Identification of Project Evaluation Effectiveness Principles for Professional Development in Elementary Science Teaching: PEEPs for PD

• In Event: Exploring Epistemological Perspectives in Research on Evaluation

Abstract

This paper describes processes and outcomes from a research on evaluation study sponsored by the National Science Foundation that was designed to (1) identify and describe project evaluations of science-teaching professional development interventions intended to improve the quality of science instruction in elementary school classrooms, and (2) develop mechanisms and examples for systematically reviewing, metaevaluating, and aggregating results of these evaluations. Specifically, authors explain the methods used for identifying the population of evaluations, the limitations of those methods, and the characteristics of the identified evaluations. Opportunities for performance assessment of the project evaluations against existing evaluation standards and frameworks will be highlighted.

Authors

• Juna Z. Snow, University of Illinois at Urbana-Champaign

• Daniela C. Schroeter, Western Michigan University

• Chris L.S. Coryn, Western Michigan University

• Rena Dorph, University of California - Berkeley

• Ardice Hartry, University of California - Berkeley

• Robert McCowen, Western Michigan University

• Stephanie N. Means, Western Michigan University

• Valeria Romero, University of California - Berkeley