Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model
This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. T...
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| Autor*in: |
Khaleel A. Al-harbi [verfasserIn] Eqbal Z. Darandari [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Arabisch ; Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Journal of Educational Sciences - King Saud University, 2018, 28(2016), 2, Seite 317-347 |
|---|---|
| Übergeordnetes Werk: |
volume:28 ; year:2016 ; number:2 ; pages:317-347 |
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DOAJ03244124X |
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| 520 | |a This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. | ||
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(DE-627)DOAJ03244124X (DE-599)DOAJea3dff734dc642d2bbfe28cee3501e8a DE-627 ger DE-627 rakwb ara eng Khaleel A. Al-harbi verfasserin aut Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. Program evaluation international educational programs evaluation models hierarchical evaluation Peter Rossi’s Model Education L Eqbal Z. Darandari verfasserin aut In Journal of Educational Sciences King Saud University, 2018 28(2016), 2, Seite 317-347 (DE-627)1760621102 16587863 nnns volume:28 year:2016 number:2 pages:317-347 https://doaj.org/article/ea3dff734dc642d2bbfe28cee3501e8a kostenfrei https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v28n22016-6_0.pdf kostenfrei https://doaj.org/toc/1658-7863 Journal toc kostenfrei https://doaj.org/toc/1658-7677 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 28 2016 2 317-347 |
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(DE-627)DOAJ03244124X (DE-599)DOAJea3dff734dc642d2bbfe28cee3501e8a DE-627 ger DE-627 rakwb ara eng Khaleel A. Al-harbi verfasserin aut Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. Program evaluation international educational programs evaluation models hierarchical evaluation Peter Rossi’s Model Education L Eqbal Z. Darandari verfasserin aut In Journal of Educational Sciences King Saud University, 2018 28(2016), 2, Seite 317-347 (DE-627)1760621102 16587863 nnns volume:28 year:2016 number:2 pages:317-347 https://doaj.org/article/ea3dff734dc642d2bbfe28cee3501e8a kostenfrei https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v28n22016-6_0.pdf kostenfrei https://doaj.org/toc/1658-7863 Journal toc kostenfrei https://doaj.org/toc/1658-7677 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 28 2016 2 317-347 |
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(DE-627)DOAJ03244124X (DE-599)DOAJea3dff734dc642d2bbfe28cee3501e8a DE-627 ger DE-627 rakwb ara eng Khaleel A. Al-harbi verfasserin aut Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. Program evaluation international educational programs evaluation models hierarchical evaluation Peter Rossi’s Model Education L Eqbal Z. Darandari verfasserin aut In Journal of Educational Sciences King Saud University, 2018 28(2016), 2, Seite 317-347 (DE-627)1760621102 16587863 nnns volume:28 year:2016 number:2 pages:317-347 https://doaj.org/article/ea3dff734dc642d2bbfe28cee3501e8a kostenfrei https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v28n22016-6_0.pdf kostenfrei https://doaj.org/toc/1658-7863 Journal toc kostenfrei https://doaj.org/toc/1658-7677 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 28 2016 2 317-347 |
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Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model |
| abstract |
This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. |
| abstractGer |
This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. |
| abstract_unstemmed |
This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured. |
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Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model |
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https://doaj.org/article/ea3dff734dc642d2bbfe28cee3501e8a https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v28n22016-6_0.pdf https://doaj.org/toc/1658-7863 https://doaj.org/toc/1658-7677 |
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true |
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Eqbal Z. Darandari |
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Eqbal Z. Darandari |
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1760621102 |
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c |
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2024-07-04T01:13:11.272Z |
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Al-harbi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. 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7.402647 |