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Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning

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  • Mazur, Rebecca
  • Woodland, Rebecca H.

Abstract

In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003; Bamberger, 1999; Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975; Guskey, 2002; King, 2014; Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or “levers” that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed.

Suggested Citation

  • Mazur, Rebecca & Woodland, Rebecca H., 2017. "Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 62(C), pages 25-34.
    • Handle: RePEc:eee:epplan:v:62:y:2017:i:c:p:25-34
    DOI: 10.1016/j.evalprogplan.2017.02.011
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    References listed on IDEAS

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    1. Bates, Reid, 2004. "A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence," Evaluation and Program Planning, Elsevier, vol. 27(3), pages 341-347, August.
    2. Michalski, Greg V. & Cousins, J. Bradley, 2000. "Differences in stakeholder perceptions about training evaluation: a concept mapping/pattern matching investigation," Evaluation and Program Planning, Elsevier, vol. 23(2), pages 211-230, May.
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    Cited by:

    1. Stewart, Gregory & Webster, Collin A. & Weaver, R. Glenn & Stodden, David F. & Brian, Ali & Egan, Cate A. & Michael, Robert Dan & Sacko, Ryan & Patey, Matthew, 2019. "Evaluation of a classroom movement integration training delivered in a low socioeconomic school district," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 187-194.
    2. Teasdale, Rebecca M. & Strasser, Mikayla & Moore, Ceily & Graham, Kara E., 2023. "Evaluative criteria in practice: Findings from an analysis of evaluations published in Evaluation and Program Planning," Evaluation and Program Planning, Elsevier, vol. 97(C).

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