Dissertation/Thesis Abstract

Evaluation of a laboratory preschool: Utilizing a theory approach logic model
by Monroe, Lisa Ann Langenbach, Ph.D., The University of Oklahoma, 2009, 135; 3355799
Abstract (Summary)

Utilization-focused, process evaluations of university-based laboratory preschools in their associated role with teacher preparation programs are rare in current literature. The purpose of such studies is for administrators and instructors to acquire knowledge that would improve the instruction for students in teacher education programs. This paper describes a self-study evaluation undergone by a university laboratory preschool. The author used a theory approach logic model to illustrate the connections between educational theories and the undergraduate instructional activities designed to facilitate learning. Undergraduate students and laboratory school instructors were surveyed and interviewed. The data collected and the process of the evaluation itself were informative to instructors. Instructional activities were modified and the instructors continue to systematically reflect and improve upon their practice with the students in the teacher education program.

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Indexing (document details)
Advisor: Garn, Gregg
Commitee: Horm, Diane, Maiden, Jeffrey, Smith, Joan, Vaughn, Courtney
School: The University of Oklahoma
Department: Department of Educational Leadership and Policy Studies
School Location: United States -- Oklahoma
Source: DAI-A 70/05, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Early childhood education, Teacher education
Keywords: Early childhood, Laboratory school, Laboratory school evaluation, Preschool, Teacher education, Teacher education evaluation, Theory approach logic model
Publication Number: 3355799
ISBN: 9781109152241
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