Evaluation of the Stallings Classroom Management Staff Development Demonstration Project in ...

89 Pages·2007·1.63 MB·English

DOCUMENT RESUME
4f
SP 021 754
ED 225 977
Meehan, Merrill L.
AUTHOR
Manajement
Evaluation of the Stallings Classrodm
TITLE
project in Putnam
Staff Development Demonstration
County, West Virginia.
Va.
Appalachia Educational Lab., Charleston, W.
INSTITUTION
Washington, DC.
National Inst. of Education (ED),
SPONS AGENCY
Nov 81
PUB DATE
021 753.
95p.; For related document, see SP
NOTE
.
(142)
Reports - Evaluative/Feasibility
PUB TYPE
...
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*Classroom
Behavior Change; Change Strategies;
'DESCRIPTORS
Programs;
Techniques; Data Collection; *Demonstration
Secondary
Educational 'Innovation; Elementary
Teacher
Education; Formative Evaluation; *Inservice
Development;
Education; *Program Evaluation; Staff
Teacher
Summative Evaluation; *Teacher Behavior;
Effectiveness; *Teacher Improvement; Teacher
Response
,
*West Virginia (Putnam County)
IDENTIFIERS
ABSTRACT
Classroom
of the Stallings
An evaluation is presented
Demonstration Project, designed to
Management Staff Development
basic skills through the use of
increase student,achievement in
classroom management
iesearch-basee, 'systematic change in teachers'
evaludtion was to
One objective of the
and organizational techniques.
administer a,set of instruments to assess
utilize techniques and to
evaluations. Process evaluation methods
their utility for future
their
about ,the demonstration project,
focused on teachers' feelings
made by
innovations, and evaluative comments
concerns about the
conclusion. Product evaluation
involved teachers at the project''s
changes in teachers' perceived
focused on the pre-/post-test
ratings on the teachers'
responsibility for student achievement,
and the teachers' pre-/post-test
levels Of use of the innovation,
implementation" of specific
intervention changes in "correct
Following an executive summary of the
classroom teaching behaviors.
outlines the purpose and objectives
project, chapter 2 of this report
Chapter 3 describes the evaluation
of the staff development program.
and
instruments, and the data collection
design, the data collection
evaluation
evaluation. Process and product
analysis procedures of the
displays
fourth and fifth chapters. Data
results are presented in the
sixth
clarify evaluation results. The
and narrative copy are used to
recommendations based on the
chapter presents conclusions and
evaluatiOn study. (JD)
***********************************************************************
best that can be made
Reproductions supplied by EDRS are the
from the original document.
***********************************************************************
Evaluation of the Stallings Classroom
Management Staff Development
Demonstration Project in
Putnam County,
West Virginia
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
Sevilla,
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
U.S. DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
CA TIONAL RESOURCES INFORMATION
E
CENTER (ERIC)
his document has been reproduced as
received from the person 01 organization
originattng it
r-
,
%nor c banges have been made to improve
" reprodo,tion quality
Points of slew or opinions stated in this docu
ment do not necessarily represent official NIE
positron or policy
Appalachia
Educational
Laboratory
Virginia.
Its
Educational Laboratory (AEL) is located in Charleston, West
The Appalac
who live in the
prove education and educational opportunity for persons
mission is to
accomplishes its mission by:
primarily no aiban areas of its Member-state 'Region. AEL
documenting educational problems of the Region and
e
sharing the information both with member states and
other R & D producers;
ir identifying R &D products potentially useful for solving
the documented problems and sharing information about
these with member states;
providing R & D technical assistance and training, which
may include adapting existing R & D products, to
lessen
documented problems of the Region; and
continuing to produce R & D projects of national signi-
ficance in the areas of career guidance, childhood and
parenting, experiential education, and others that may be
identified.
Classroom
Evaluation of the Stallings
Management Staff Development
Ipmonstration Project in
Putnam County,
West Virginia
By
Merrill L. Meehan
Educational Services Office
November nel
Appalachia
Educational
Laboratory
4
The project presented or reported herein was performed pursuant to one or
Institute of Education, of
more contracts and/or grants from the National
However, the opinions expressed herein do
the U.S. Department of Education.
Educational
not necessarily reflect'the position or policy of the Appalachia
endorse-
Laboratory or the National Institute of Education, and no official
Institute sf
ment by the Appalachia Educational. Laboratory or the National
Education should be inferred.
Opportunity/
The ApRalachia Educational Laboratory, Inc., is an Equal
Affirmative Action Employer.
TABLE OF CONTENTS
\ Page
LIST OF TABLES
LIST OF FIGURES
"
vi
ACKNOWLEDGEMENTS
_CHAPTER
1
Executive Summary
I
3
Introduction
II
3
Purpose
3
Objectives
Background of the Stallings Classroom
4
Management Staff Development Program
Description of the Stallings Classroom
Management Staff Development Program
4
12
Evaluation Procedures
III
12
Evaluation Design
.
.
.
.
.
13
Sample
15
Process Evaluation Instruments
15
Reaction Survey
17
Stages of Concern Questionnalre
-21
Teachers' Interviews
23
Product Evaluation Instruments
-Responsibility for Student Achievement
23
Questionnaire
.
24
Levels of Use Ratins
27
Skondary Observation Instrument
,
28
Administrators' Interviews
29
Data Collection and Analysis
30
Peocess Evaluation Results
IV
30
Reaction Survey
TABLE OF CONTENTS (continued)
Page
32
Stages.of Concern
38
Teachers' Evaluative Comments,
46
Product Evaluation Results
V
Teachers',Responsibillty for Student
46
Achievement
46
Levels, of Use Ratings
50
ChaAges in Teachers' Classroom Behaviori
57
Teaching Behaviors Change Index
Principals', Teacher Trainer's, and
60
Superintendent's Reactions
64
Conclusions and Recommendations
VI
64
Conclusions
67
Recommendations
71
REFERENCES
APPENDICES
75
Reaction Survey
Appendix A:
The Standards for, Educational
Citation Form:
Appendix B:
77
Programs, Products, and Materials
LIST OF TABLES
Page
Project Teachers' Background
Table
:
16
Information (N=11)
'
4
TxpicaT
Stages of Concern:
Table 2:
20
Expressions .about an Innovation
Levels of Use of the Innovation:
Table 3:
.....
A
26
Typical Behaviors
.
Descriptive Statistics on Teachers'
Table
:
Feelings and/or Reactions as the
31
Project Unfolded (N=10)
Table 5: .Statistics from yie Stages of Concern,
37
Questionnaire
Comparison of SoC Questionnaire, Stage
Table 6:
39
Number 2 Items Across Schools
Coding of Teachers' Evaluative Items
Table 7:
40
From Interview Tapes (N=11)
ANOVA and ANCOVA Tables for the Teachers'
Table 8:
Responsibilty for Student Achievement
47
Instrument Across Schools'
,
PreteSt,yotttest, and Adjusted Posttest
Table 9:
Data from the Teachers' Responsibility
for Student Achievement Instrument
48
Across Schools
49
Table 10: Levels, of Use of the Innovation Ratings (N=11)
Development Program Teaching
Table 11: Stallings Staff
Variables (N=45) Listed by Two Major
52
Grouping Schemes
Table 12: Statistics from the Pre- and Post-Observations
of Correct Implementations of All Teaching
54
Behaviors Across SChools
.
I
o
Table 13: Statistics from Pre- and Post-Observations
of Correct Implementations of Recommended
56
Teaching Behaviors Within Schools
LIST OF TABLES (continued)
Page
Table 14: Teaching Behaviors Change Index Values
59
for Demonstration Project Teachers
LIST OF FIGURES
,
Graphic of Evaluation Design and
Figure 1:
14
Instruments
Graph Depicting Teachers''Peelings
Figure 2:
and/or Rea,ctions as the Project
-
33
Activities Unfolded
19
Chart Oepicting Each Teachers' Feelings
Figure 3:
and/or Reactions as the Project
34
Activities Unfolded
t
Profiles of Teachers' Stages of
Figure 4:
35
Concerns Regarding the Project
.ACKNOWLEDGEMENTS
The cooperation of many persons was essential to the completion of this
The author is indebted to the Putnam County teachers involved
evaluation.
reactions
in the demonstration project for trusting me with information and
which will lead to the refinement of the staff development program.
Special acknowledgement is due the ad hoc management team fgt.- the demon-
A special thanks is due Joseph C. Basile, II, for his
stration project.
To Debra K. Sullivan, a special thanks
leadership in completing the project.
of
is extended for exemplary orientation to task and interest in utilization
Finally, a very special thanks is due Kenneth R.
the evaluation findings.
Higginbotham for opening his schOols to the innovation and this inspectiob.
decision-
His interest in the collection and reporting of objective data for
making is a model for other,public school administrators.
A sincere note of appreciation is given to Joe E. Shively for his assis-
draft copy
tance in the statistical analyses and his critical review of the
of this report.
.0
ability to
An expression of gratitude is extended to Kim Cowley whose
only by her°
decipher my steadily deteriorating hand lettering is exceeded
facility with the word Orocessing equipment.
M. L. M.
11/7/81
vi