Developing and Evaluating Teacher Training Materials: A Case Study

Abstract

The developmental adaptation and evaluation of self–instructional teacher training materials for inservice teacher education for mastery teaching is reported. Two field tests were conducted in small city and inner–city urban schools. The second field test used a posttest only control group experimental design. Most teachers learned to implement all the elements of the mastery teaching strategy. Writing multiple valid, equivalent test items was a problem. Teacher and student attitudinal outcomes were very positive. Student achievement was equal in the second field test, probably due to contamination of the control classes with elements of the mastery strategy. A two–stage evaluation process is recommended. The value of a known, credible diffusion agent was experienced even when self–instructional materials were used with motivated teachers.