Linq 2013 session_red_3_grammatikopoulos_gregoriadis_zachopoulou


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Linq 2013 session_red_3_grammatikopoulos_gregoriadis_zachopoulou

  1. 1. Grammatikopoulos, V.Gregoriadis, A.Zachopoulou, E.Evaluating the training provided toearly childhood educators in sixEuropean countries**With the support of the Lifelong Learning Programme of the European Union
  2. 2. The project aspires to improve early educators’competence by enhancing their research skills and byproviding them a valid and reliable mean for self-assessmentThis training’s main goal was the learning of thecontent, structure, and use of the Early ChildhoodEnvironment Rating Scale-Revised (ECERS-R)Early Change
  3. 3. Training has to improve teachers’ practices,otherwise progress cannot be anticipated instudents’ learningThat’s why evaluation is considered a key featurein identifying efficient training programs andindicating why positive or negative outcomes haveappearedTraining evaluation
  4. 4. The current study adopted a combination ofmethodsa) the quantitative part of the evaluation thatwas based on the “level model”b) the qualitative partTraining evaluation
  5. 5. The “level models” have influenced thedomain of training evaluation for decades andare considered very effective in simpleinstructional designs, such as the design of thecurrent study’s trainingTraining evaluationQuantitative
  6. 6. The qualitative part of the study was based onthe reports of the training lecturers andexternal observers who reported the strengthsand the weaknesses of the seminars, makingsuggestions for future opportunities andidentifying possible threats to future effortsTraining evaluationQualitative
  7. 7. The current study investigated the effectiveness ofthe provided training during the first phase of theprojectThe triangulation of sources was selected as it isconsidered that it can reveal contexts which amore narrow approach may fail to highlightEarly Change
  8. 8. Was to assess the training for the use of anevaluation scale provided to early educatorsthrough a mixed method designAim of the study
  9. 9. MethodologyThe participants in this study were: 108 educators who attended the training the lecturers who taught in the training an external observer from each country whoattended the training held in his/her country
  10. 10. ResultsTraining aspects Mean Std. DeviationLearning 4.69 ± .52Use in schools 4.61 ± .58Total reaction 4.60 ± .33early educators
  11. 11. ResultsLecturers – external observersMajor points indicatedStrengthsKnowledge that educators gained, Social relationships, Eagereducators, Organization, Seminars’ structure (combination oflectures & field practice, theoreticians & practicians, interaction)Weaknesses Busy schedule, Not so good English language skills of someparticipants, Not so good preparation of some participantsOpportunities The use of what the educators learned in the field practice,Develop an addendum for each country regarding the function ofthe scales,Threats Additional workload for the educators,Multicultural adjustments for the scales
  12. 12. DiscussionThe quantitative data suggested that the training wasvery effective and valuable for the knowledge gained bythe participants regarding their field practice experienceThe qualitative data verified the above results supportingthe notion that the mixed methods can empower theevaluation data and allow for more profoundunderstandings of a topic
  13. 13. Discussion The results indicated that the “Early Change”project’s training reached its goals without anydeviations The qualitative and quantitative data showed thatthe educators comprehended the content of thetraining and acquired valuable knowledge forimproving their teaching practices
  14. 14. It can be argued that due to their participationin the first part of the project’s training, theearly educators enhanced their self-evaluationand research skillsDiscussion
  15. 15.  These two goals constitute the basic objectives of theEarly Change project and they can improve theeducators’ professional development However, the findings that describe a successfultraining design can only be confirmed after thecompletion of the entire training of the projectDiscussion
  16. 16. Stay
  17. 17. Thank you