Date: Thu, 10 Apr 1997 16:56:05 +0100 From: Angi Malderez <A.Malderez-AT-EDUCATION.LEEDS.AC.UK> Subject: Re: The importance of "underpinnings" At 10:52 10/04/97 -0500, you wrote: >We are two graduate students, both working on dissertations in the College >of Education of different institutions. Both are looking at the >difference between practice and formal theory in adult higher education. >One is concentrating on adult degree completion programs, and the other on >Foreign Language instruction. Coincidentally, both of us are interested >in the "underpinnings" of programs (which we refer to as either "program >theory" or "models"). Basically, our questions concern the relationship >between program underpinnings and evaluation of the program: does a >relationship exist at all, and if it does exist, how would that >relationship effect the work of the evaluator/evaluation? > >Patricia is using Patton's conceptualization of program theory (espoused >theory and theory-in-use) as a way to look a a program holistically, then >address issues related to the link between formal theory and practice in >adult higher education. "Theory' used in such a delineation can be one of >three configurations: formal, espoused, in-use. > >Where Patricia conceptualizes "theory", Jean-Jacques thinks of its >embodiment: the "model", and is looking at an association whose members >are using a unique, non-traditional way to deliver academic courses in >Foreign Language. The members tend to use the term "format" and avoid >"model" as the procedural embodiment of a theory. The question then >becomes: Does the insistence on using "format" and resistance to using >"model" imply a lack of theoretical underpinnings to what is being done? >If so, is it of consequence? And, what are the implications of such a >lack for evaluators of such programs? > >We are looking for insights, and references in the literature to the >importance of the underpinnings (theory/models) driving the format >(procedures) of the instructional program from a holistic evaluator's >point of view. >We thought we would try to contact anyone interested in educational >program evaluation. > >Thank you! > >Patricia Brewer, student, Teachers College Columbia University >Jean-Jacques d'Aquin, U. of South Alabama > A couple of references you might find useful: One is a volume I co-edited of - if you like - a case study of an initial teacher training programme for English (foreign language) teachers> Medgyes, P. & A. Malderez [1996] Changing perspectives in Teacher Education Oxford: Heinemann the other - you probably know on Evaluation Rea-dickens, P. Oxford University Press Hope this helps. Angi Malderez School of Education, University of Leeds, Leeds LS2 9JT Tel: (0113)2334583 ********************************************************************** Contributions: bourdieu-AT-lists.village.virginia.edu Commands: majordomo-AT-lists.village.virginia.edu Requests: bourdieu-approval-AT-lists.village.virginia.edu
Display software: ArchTracker © Malgosia Askanas, 2000-2005