REDSIL: A forth generation evaluation model for gifted education programs

There is a current interest in evaluation of gifted programs. Unfortunately, program evaluation efforts to date have fallen short in terms of usefulness for making program improvements. The REDSIL model is based on different assumptions and uses qualitative methodology in an attempt to overcome shortcomings of previous efforts. This three phase model has been field tested and determined useful.     

Models of supervision in early childhood programs: Implications for training

Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there are common threads among supervisory models in early childhood and that directors of child care programs can benefit from in-service training that specifically addresses their supervisory functions. “The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool Program “I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director, Day Care Center     

Comprehensive evaluation model: A tool for the evaluation of nontraditional educational programs

The Comprehensive Evaluation Model is a tool which can be used for the evaluation of nontraditional programs. This Model is useful in helping an educator address issues related to program quality, cost-effectiveness and program improvement. The Model is utilization focused, that is, in applying the Model one assesses who needs evaluative information, and for what purpose. There are four levels of program effects which the evaluator can choose to evaluate. The levels are: 1) participant reaction, 2) participant learning, 3) participant transfer of learning, and 4) organizational impact of the program.     

Learning to Teach Offshore: Pre-Departure training for lecturers in transnational programs

The internationalisation of higher education in Australia over the past two decades has brought about dramatic changes in Australian universities. Growing numbers of international students have enrolled in Australian universities and the number of students studying offshore has also increased dramatically. While considerable material has been published on the ramifications of the increased numbers of onshore international students studying at Australian universities, there is relatively little published research on the specific challenges facing academics participating in offshore programs. The aim of this project was to examine the current pre-departure cross-cultural training taking place in the business faculties of three Australian universities in order to gain a better understanding of the adequacy of the support given to Australian academics teaching offshore. Twenty staff involved in offshore education were interviewed as part of this project, including academics with considerable offshore teaching experience, senior academic managers and cross-cultural trainers. While these institutions engage in little formal preparation for offshore teaching, a great deal of informal mentoring and briefing is taking place. We consider the implications of the new quality assurance framework for Australian universities, which requires that institutions be able to demonstrate the ways in which they ensure the quality of teaching and learning. Under this new system, universities are bound by the Australian Vice Chancellors' Committee's guidelines for the provision of education to international students. It appears that Australian universities will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts.     

A model for portfolio assessment in early childhood education programs

It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios in two different early childhood education programs. The goals of the model, the six steps followed and the participants' responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs. Also early childhood teacher education students can benefit from the design and implementation of ECPAP.     

A constructivist model of training for career counselors

The following sources of funding for CCTP are gratefully acknowledged: Canadian Employment and Immigration Commission; The British Columbia Ministry of Advanced Education, Technology and Training; and The University of Victoria. Grateful recognition is also extended to the Canadian Guidance and Counseling Foundation, whose offices administer funding and other forms of assistance to CCTP. For their help in the preparation of this article, the author would like to thank Marie Hoskins and Alana Samson.     

A new training model: Professional child psychology

School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. The school system is only a part of the broader alliance of agencies and institutions servicing the needs of children. The psychologist as a behavioral scientist should not be identified with institutions, but primarily with the subject matter of his training and concern, the child.