Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning |
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| Institution: | 1. Division of Community Health and Humanities, Faculty of Medicine, Memorial University of Newfoundland, Canada;2. School of Epidemiology, Public Health and Preventive Medicine, University of Ottawa, Ottawa, Canada;3. Telfer School of Management, University of Ottawa, Ottawa, Canada;1. Institute of Social and Cultural Studies, University of the Punjab, Lahore 54590, Pakistan;2. Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom;3. Jinnah Hospital, Lahore, Punjab 54550, Pakistan;4. Internal Medicine Residency, Good Samaritan Hospital, Cincinnati, OH 45220, United States;1. Harrington Heart and Vascular Institute, University Hospitals Health System, Case Western Reserve University School of Medicine, Cleveland, OH, 44106, United States;2. Department of Medicine, University Hospitals Health System, Case Western Reserve University School of Medicine, Cleveland, OH, United States;3. KEM Hospital and Seth GS Medical College, Mumbai, Maharashtra, India;4. Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH, United States;1. Educational Research Methodology Department, University of North Carolina at Greensboro, United States;2. Parker H. Petit Institute for Bioengineering and Bioscience, Georgia Institute of Technology, United States;3. Center for Education Integrating Science, Mathematics, and Computing, Georgia Institute of Technology, United States;4. School of Psychology, Georgia Institute of Technology, United States;5. Wallace H. Coulter Department of Biomedical Engineering at Georgia Institute of Technology & Emory University, United States;1. Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;2. Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;3. Bluhm Cardiovascular Institute, Northwestern Memorial Hospital, Chicago, IL, USA;4. Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;1. School of Politics and Public Administration, Guangdong University of Foreign Studies, No. 2, Guangzhou Baiyun Avenue North, China;2. School of Social and Political Science, The University of Edinburgh, Old College South Bridge, Edinburgh, Post Code: EH8 9YL, United Kingdom |
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| 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. |
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| Keywords: | Professional development Cross-cultural training Logic model Theory-driven evaluation Social network analysis |
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