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ARISE / Annotated Bibliography / Evaluation of a Noyce Program: Development of Teacher Leaders in STEM Education

Evaluation of a Noyce Program: Development of Teacher Leaders in STEM Education

Summary

This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is specifically situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher leaders. The paper describes how the evaluation frameworks used guided the evaluation methods, provides illustrative evaluation results, and states lessons learned from the author’s experiences working within this context. This paper aims to provide an example of evaluation methods that could be replicated by evaluators’ working within a Noyce or teacher leadership context.

Authors

Meltem Alemdar, Christopher J. Cappelli, Brett A. Criswell, Gregory T. Rushton

Organization/Affiliation

Georgia Institute of Technology, University of Kentucky, Middle Tennessee State University

Year

2018

Noyce Award Number

1758342

Discipline

Mathematics, Science, Technology

Resource Type

Article - Peer-reviewed Journal

URL

https://doi.org/10.1016/j.evalprogplan.2018.06.005

Citation

Alemdar, M., Cappelli, C.J., Criswell, B.A., & Rushton, G.T. (2018).  Evaluation of a Noyce Program:  Development of Teacher Leaders in STEM Education.  Evaluation and Program Planning 71, 1-11.

Content Focus

Assessment, Research methods

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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