Inservice Evaluation Project.
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| Title: | Inservice Evaluation Project. |
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| Language: | English |
| Authors: | Samuels, Marilyn, Price, M. Anne, Alberta Dept. of Education, Edmonton. |
| Peer Reviewed: | N |
| Page Count: | 120 |
| Publication Date: | 1986 |
| Intended Audience: | Practitioners |
| Document Type: | Reports - Research Tests/Questionnaires |
| Descriptors: | Elementary Secondary Education, Foreign Countries, Inservice Teacher Education, Knowledge Level, Learning Disabilities, Needs Assessment, Program Effectiveness, Self Evaluation (Individuals), Special Education Teachers, Surveys, Teacher Attitudes, Teaching Skills |
| Geographic Terms: | Canada (Calgary) |
| Abstract: | The report details information on a study of effective inservice programs in the area of learning disabilities (LD) in Calgary, Alberta, Canada. Section 1 describes the content of the 28 Learning Centre inservice programs which were attended by 739 educators. Compilation of participant evaluations revealed a diverse list of recommendations for future inservice. Section 2 reviews literature about the knowledge, skills and competencies needed by teachers of students with LD, both regular and special class teachers. Competencies for special class teachers touch on such topic areas as written expression and spelling, oral language, reading, and mathematics. The final section details results of a needs assessment questionnaire completed by 397 teachers in two districts. The needs assessment examined background and identification information, preferences for scheduling and planning of inservice programs, and teachers' self ratings of competence in terms of general information about LD, assessment, and instruction/remediation. (CL) |
| Entry Date: | 1988 |
| Accession Number: | ED288340 |
| Database: | ERIC |
| Abstract: | The report details information on a study of effective inservice programs in the area of learning disabilities (LD) in Calgary, Alberta, Canada. Section 1 describes the content of the 28 Learning Centre inservice programs which were attended by 739 educators. Compilation of participant evaluations revealed a diverse list of recommendations for future inservice. Section 2 reviews literature about the knowledge, skills and competencies needed by teachers of students with LD, both regular and special class teachers. Competencies for special class teachers touch on such topic areas as written expression and spelling, oral language, reading, and mathematics. The final section details results of a needs assessment questionnaire completed by 397 teachers in two districts. The needs assessment examined background and identification information, preferences for scheduling and planning of inservice programs, and teachers' self ratings of competence in terms of general information about LD, assessment, and instruction/remediation. (CL) |
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