A research study devised to identify and evaluate training courses in Saudi Arabia for new teachers.
Written in 2008; 15,108 words; 0 sources; APA; $ 249.95
Paper Summary:
This paper reports on a research study carried out to identify existing training evaluation activities in the educational department in Riyadh in Saudi Arabia; evaluate the new teacher training course in two levels, reaction and learning, and determine the effectiveness of the evaluation processes in relation to its contribution to the organisation's strategic objectives. Based on these findings, the study makes recommendations concerning further considerations and changes relating to training evaluation processes. To accomplish this, a critical review of the peer-reviewed and scholarly literature is combined with a survey of new teachers to determine their perspective of curriculum development and the effectiveness of their curriculum and faculty in preparing them to become educators. A summary of the research, salient conclusions
and recommendations for policymakers and educators alike are
presented in the concluding chapter.
Outline:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Scope of Study
Rationale of Study
Overview of Study
Review of Related Literature
Methodology
Description of the Study Approach
Data-gathering Method, Database of Study and Sample Selection
Data Access and Ethical Issues
Data Analysis
Summary, Conclusions and Recommendations
From the Paper:
"In the past decade, there has been a considerable growth and improvement in training as part of the human resource development in many organisations. To account for the worth in the investment of training, evaluation has often been part and parcel in the design of training programmes in organizations. Evaluation is said to help uncover the values of such training efforts. In fact, the importance of evaluation of training has been well documented in training literature. For example, in their book, Academic and Educational Development: Research, Evaluation and Changing Practice in Higher Education, McDonald and Wisdom (2002) emphasise the importance of having an evaluation strategy in place that can be sustained and which has a developmental role, in other words, one that does not just focus on the specific, possible narrow, aims of the curricula but deliberately explores the broader contexts involved. This approach is congruent with the views held by many educational researchers and teachers alike today. For example, according to McDonald and Wisdom (2002), "Most educators who are committed to the ongoing improvement of their practice engage in a cycle of critical reflection on that practice" (p. 45). While many educators remain committed to ensuring ongoing improvement in practice, there remains a paucity of timely research concerning how this can best be accomplished in some settings, which brings up the statement of the study problem discussed further below."
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