Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation


by J. S. de Valenzuela, Susan R. Copeland & Gregory Alan Blalock — 2005

This qualitative case study investigated faculty perceptions of the purposes, costs, and benefits of program evaluation during a comprehensive review by the Office of Graduate Studies at a large Research I university. The assumptions held by the faculty at the beginning of the review process about the purposes of a program evaluation and their roles within it were challenged by the manner in which the evaluation was carried out. Analysis of interviews conducted over the course of the program evaluation focused on notions of participation and voice as seen through the lens of the faculty participants. Implications for enhancing stakeholder participation and voice are discussed.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 107 Number 10, 2005, p. 2227-2247
http://www.tcrecord.org ID Number: 12191, Date Accessed: 10/23/2017 7:45:55 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • J. de Valenzuela
    University of New Mexico
    J. S. DE VALENZUELA is an assistant professor of special education at the University of New Mexico. Her research interests include alternative assessment/evaluation, bilingual special education, and language socialization and communication development among culturally and linguistically diverse populations. She has contributed to assessment development efforts at the state and national levels. Her recent publications include contributions to The Bilingual Special Education Interface, a well-recognized textbook in the area of bilingual special education.
  • Susan Copeland
    University of New Mexico
    SUSAN R. COPELAND is an assistant professor in special education at the University of New Mexico and the coordinator of the Concentration in Mental Retardation and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners. Her research and teaching focus includes developing instructional and social supports for persons with disabilities within inclusive settings and advocacy and empowerment of individuals with extensive or pervasive support needs. Recent publications include “Increasing Access to General Education: Perspectives of Participants in a High School Peer Support Program” (with C. Hughes, E. W. Carter, C. Guth, J. A. Presley, C. R. Williams, and S. E. Fowler; Remedial and Special Education, in press) and “An Intervention Package to Support High School Students With Mental Retardation in General Education Classrooms (with C. Hughes, M. Agran, M. Wehmeyer, and S. E. Fowler; American Journal on Mental Retardation, 2002).
  • Gregory Blalock
    University of New Mexico
    GREG BLALOCK is a graduate student in special education at the University of New Mexico. His research interests include teacher education and universal design for learning.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS