ETAC Resources
DoDEA Grantee Materials
The following presentations were delivered by DoDEA Military K-12 Partnership Grantees
at the recent Military Child Education Coalition's 12th Annual Conference in National
Harbor, MD. Representatives of two grant programs hosted a session called Enhancing
Military Students' Learning Opportunities and Achievement through School and Military
Partnerships to educate conference attendees on how school-military partnerships
are leveraging academic and social/emotional support programs for students of military
families.
Project AIM: Achievement in Math for Low-Achieving Military and Civilian Students
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Download PDF – 3.1 MB)
Project AIM Handout
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Download PDF – 1 MB)
Kathy Pickering, Falcon School District 49
Operation Student Success Highlights
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Download PDF – 1.1 MB)
Evaluation
A Guide for Education Personnel: Evaluating a Program or Intervention
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Download PDF – 804 KB)
The Guide for Education Personnel lays out the basics of the evaluation process
for educators, administrators, state officials, and other members of the school
community. It provides an overview of how an evaluation is planned, conducted, and
analyzed, rather than a complex or comprehensive study of the field. This guide
is intended for education practitioners new to the evaluation field.
Teacher Quality
Approaches to Evaluating Teacher Effectiveness
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Download PDF – 1.2 MB)
The authors of this study evaluated the current research on teacher effectiveness
and the various methods and tools used to measure it. The resulting research synthesis
provides a thorough discussion of findings as well as implications current evaluations
have on public and education policy. The authors consider an expanded definition
of teacher effectiveness to include their overall impact on their students, colleagues,
and environments, in hopes of providing substantial guidance in this vital field.
What Can Mixed-Methods Designs Offer Professional Development Program Evaluators?
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Download PDF – 150 KB)
This paper considers the role of mixed methods designs and their applicability to
evaluations of professional development programs in education. The authors study
the literature regarding mixed methods designs and argue that professional development,
with its emphasis on accountability and decision-making driven by data. The advantages
of mixed methods designs are compared to the additional demands they require, and
the authors find their potential benefits to be worthwhile for pursuit in future
research.
Evaluation Research to Sustain and Expand an Established PDS
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Download PDF – 114 KB)
The research, conducted with pre-service teachers in the UI-PDS and graduates of
the UI-PDS in their first year of teaching, indicates teachers prepared within a
PDS model are well equipped to meet the challenges of urban settings. They plan
and implement lessons relative to students’ diverse backgrounds, interests, and
skills while simultaneously engaging in advocacy and collaboration to advance their
students’ achievement. This research also indicates components of the UI-PDS program
that best supported pre-service and novice participants’ learning to teach that
they specified through interviews and surveys. Components included taking responsibility
Evaluation Research 3 for teaching students, daily on-site support, collaborative
practice, and personal attributes of participants.
Fidelity of Implementation
A Model for Fidelity of Implementation in a Study of a Science Curriculum Unit:
Evaluation Based On Program Theory
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Download PDF – 114 KB)
This paper proposes a conceptual framework for fidelity of implementation and its
measures in the context of a quasi-experimental effectiveness study of a middle
school science curriculum unit, Motion and Forces (M&F). In this study of M&F,
measures of fidelity were based upon the intervention’s program theory, and included
the intervention’s processes and structure from the points of view of both teacher
and students. By using multiple measures of fidelity of implementation for treatment
and comparison classrooms and correlating fidelity measures with student outcomes,
fidelity of implementation not only provides evidence for the internal validity
of the study, but also provides a rich view of how and why the implementation "works",
and supports the intervention’s program theory.
Implementation: Measuring and Explaining the Fidelity of CSR Implementation
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Download PDF – 1.9 MB)
This study examines data collected by the National Longitudinal Evaluation of Comprehensive
School Reform to determine how implementation of different comprehensive school
reform (CSR) models varies according to what factors. The authors find variances
between different components within certain CSR models as well as between different
CSR model-implementation keys. Implementation can be predicted by several factors,
and the study notes that implementation levels are closely connected to the leadership
style of the principal.
The Evolving Definition, Measurement, and Conceptualization of Fidelity of Implementation
in Scale-up of Highly Rated Science Curriculum Units in Diverse Middle Schools
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Download PDF – 464 KB)
In this paper, we report on our progress in defining, conceptualizing, and measuring
fidelity of implementation as we complete the fourth year of a six-year study on
the scale-up of highly rated middle school science curriculum units in a large diverse
public school system within the metropolitan area of Washington, DC (Lynch, Kuipers,
Pyke, & Szesze, in press). To begin, we describe our initial attempts to examine
fidelity of implementation within our scale-up study. Given that evaluation studies
are prerequisite to scale-up studies, we then discuss the dilemma we faced when
studying fidelity of implementation of curriculum materials that had not yet been
"proven" effective through evidence-based research designs. In addition, the focus
of our research is on improving outcomes for diverse student populations, so it
is critical that the effects of the curriculum materials on subgroups of students
are determined to guide scale-up.