Issues in project evaluation and maintenance: Transformational capacity

Issues in project evaluation and maintenance: Transformational capacity

1. In addition to eval­uating how successfully primary innovations have been implemented to date, I evaluate the extent to which secondary innovations have been successfully institutionalized.

   • the project (developing new matenals) de­layed the implementation of subsequent phases. Furthermore, although I have gathered a considerable amount of longitudinal data for evalu­ation purposes, there are still important gaps in
     • Revising units is also an important ac­nvity in the CATI project. As noted earlier, revising materials is less glamorous than production
       • Teaching assistants during this early period had little personal stake in using the materials that they and their colleagues had developed.
         • materials from a teacher development perspecuve emerge from an ev­olutionary, classroom-based approach to syllabus design and method­ology (Baumgardner et al. 1986). Extract 6.1 displays the original version of section 1 of the Iceman unit i
           • Although both versions of section 1 begin with a brainstorm­ing activity, the focus of these activities is quite different. In version 1, the subject matter of activity A is directly linked to the thematic content of the unit. However, the subject matter of activity A not only leads to a thematically related discussion of the Iceman story but 1s also base
             • The development of new methodological skills is not only more difficult to observe empirically, but it is more difficult to describe this dimension of change in a way that allows participants to do some­thing useful with these descriptions.