title: Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning.
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.
authors.affiliation: Department of Educational Policy, Research and Administration, College of Education, University of Massachusetts Amherst, 813 North Pleasant Street, Amherst, MA, 01003, USA. Electronic address: rhmazur@gmail.com.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Mazur
authors.affiliation: Department of Educational Policy, Research and Administration, College of Education, University of Massachusetts Amherst, 813 North Pleasant Street, Amherst, MA, 01003, USA. Electronic address: Rebecca.Woodland@educ.umass.edu.
authors.forename: Rebecca H
authors.initials: RH
authors.lastname: Woodland
mesh_terms: D003431:Cross-Cultural Comparison; D054521:Cultural Competency; D006801:Humans; D019359:Knowledge; D010154:Pakistan / Q000208:ethnology; D011361:Professional Competence / Q000592:standards*; D016730:Program Development; D015397:Program Evaluation / Q000379:methods*; D020377:Self Efficacy; D066270:Social Capital; D000070260:Teacher Training / Q000458:organization & administration*; D014481:United States
keywords: Cross-cultural training; Logic model; Professional development; Social network analysis; Theory-driven evaluation