Evaluating programs for the gifted through student self‐documentation

Parke, Beverly N.; Buescher, Thomas M.

doi:10.1080/02783198209552649

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the evaluations made according to this model, the implementation of the program can be continued by making decisions such as re-implementing the program, changing the failing parts, and continuing. Another assessment model developed by Parke and Buscher is known as the Student Self-Documentation Model (Parke & Buescher, 1982). This model can be used alone or in combination with other models.…”

Section: Introductionmentioning

confidence: 99%

Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach

Bodur

Tüysüz

Uğulu

2022

Journal of Advanced Academics

View full text Add to dashboard Cite

This study was conducted using a qualitative approach as it aimed to evaluate the Science and Art Center Science Curriculum (SACSC), which was updated in 2020, within the framework of the context, input, process, and product (CIPP) approach by taking the opinions of science teachers working in Science and Art Centers (SACs) in Turkey. The data were collected according to the qualitative data collection method and a structured interview form was used as a data collection tool. The findings showed that science teachers working in SACs have generally negative views on SACSC based on the context dimension of the CIPP Model, while their views are generally positive based on input, process, and product dimensions. Based on the results of the research, it is recommended to conduct other comparative studies between the SACSC and similar curricula in other countries in order to reveal the relationship between the program components and the needs of children and society.

show abstract

Section: Introductionmentioning

confidence: 99%

Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach

Bodur

Tüysüz

Uğulu

2022

Journal of Advanced Academics

View full text Add to dashboard Cite

show abstract

Gifted Education Program Evaluation: A National Review

Traxler

1987

Journal for the Education of the Gifted

View full text Add to dashboard Cite

The present study assessed the status of gifted program evaluation in public schools in the United States during the years 1982-1983. Questionnaires were completed by 192 personnel in randomly selected school districts having gifted programs. Results indicate that at least half the gifted programs in this study were not evaluated throughout the year and most who carried out gifted program evaluation were not trained evaluators. A second aspect of the study assessed the influence of various personnel on program components such as funding, personnel, curriculum, identification of the gifted, and student time spent in the gifted program. Findings in this regard indicate that students, outside evaluators, other teachers, and the school board of education had little influence on these components. Gifted student evaluation procedures were also assessed. Teacher observation and creative products were the measures reported most often. Within the limitations of this study, evaluation of gifted programs in states mandating gifted education was found to be less thorough than that in nonmandated states.Regardless of area specialization (i.e., elementary, secondary, special, gifted education), educators agree that students, teachers, administrators, as well as total instructional programs must be evaluated. Yet despite this agreement, evaluation remains an afterthought. Precious time, energy and money are spent in developing and implementing programs; little remains to scrutinize the results. Secondly, when evaluations are completed, there remains much controversy regarding the validity and relevance of most program evaluations (Nadler & Shore, 1979).Much criticism has been leveled against present evaluation practices in gifted programs. Evaluations of programs for the gifted and talented have been criticized for their overreliance on attitudinal

show abstract

Evaluation of the Implementation of Innovation in a Gifted/Enrichment Program

Bell

1986

Gifted Education International

View full text Add to dashboard Cite

show abstract

Evaluating programs for the gifted through student self‐documentation

Cited by 3 publications

References 1 publication

Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach

Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach

Gifted Education Program Evaluation: A National Review

Evaluation of the Implementation of Innovation in a Gifted/Enrichment Program

Contact Info

Product

Resources

About