• Hearn, Jessica (PI)

Grants and Contracts Details


The Evaluation Center has been asked to serve as third party evaluator by Eastern Kentucky University for a project funded by CPE. This project is an expansion of the Clinical Apprenticeship for Preparing Teachers (CAPT) which was implemented at the Corbin Intermediate and Corbin Middle Schools in 2013. The project will implement a 3 semester Clinical approach to teacher preparation for Elementary teachers by integrating "Co-Teaching" that includes collaboration among the elementary teachers and provide professional development for classroom teachers, pre-service teachers through tiered professional learning communities. Project period: Two years $15,000 for the evaluation services. 7/1/2015-06/30/2017 The evaluation will answer the following questions: " How well is the clinical model implemented and what should be improved? " What is the impact of the clinical model on teacher candidates? " What is the impact of the clinical model on elementary student?? " What is the impact of the clinical model on faculty and P-12 teachers? Metrics This will be a quasi-experimental, mixed-methods evaluation to provide a holistic perspective of the clinical model, the impact on teacher candidates, students, and elementary school teachers and faculty. Data on the teacher candidates will include multiple measures from program entry through placement. The implementation/process evaluation will examine the extent to which the program was implemented as it was planned. This will be accomplished through document review of meeting minutes, syllabi created, frequency and nature of meetings, administrative (operational) processes established at EKU and participating schools, and perceptions of the process from stakeholders. Adjustments will be documented and incorporated into the plan and evaluation. Formative feedback will be gathered from all stakeholders to ensure timely modification. The outcome evaluation will provide evidence that demonstrates whether or not the program has achieved the desired goals and had the desired impact. The impact on teacher candidates will be examined by comparing the Corbin cohorts against a randomly selected comparison group of teachers candidates prepared through the traditional program. The comparison group will be of similar size and represent teachers working in rural schools with comparable demographics and test scores. The impact of the clinical model on teacher candidates will be analyzed using a non-equivalent groups design comparing students in the traditional program with students in the clinical model. Teacher candidates will complete a survey regarding their level of preparation, the impact of their involvement with the PLC on their professional image, and strengths and weaknesses of the experience. Additionally, all teacher candidates will take a pre/post self-efficacy survey to compare changes in efficacy between the clinical model and traditional program participants. Follow-up data will be collected from CAPT-E participants and their employers (principals). Teacher candidates will impact elementary school students as they analyze student data, design instruction, and assessments. Therefore, student data (MAP scores) and K-PREP scores will be collected and analyzed using an Interrupted Time Series (ITS) to explore the variable of interest over time to examine a change in slope during the intervention time period. Non-participating classrooms will serve as comparison groups.
Effective start/end date7/1/156/30/16


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