Donald L. Beggs

Evaluating gifted programs: Documenting individual and programmatic outcomes

In order to provide quality information and documentation about gifted programs, educators and evaluators must plan and implement evaluation strategies that will provide result in information that will demonstrate success beyond the usual expectations. Measurement problems involved when evaluating gifted programs are included. Group and student goals should be established, and tests and other appropriate measures selected to provide information about the goals. Validity and reliability of the measurement process for gifted students are discussed, and the authors provide several alternatives for addressing these problems. In addition, the use of pre and post evaluation strategies and appropriate comparison groups is discussed. Educators and evaluators of gifted programs are encouraged to implement an orderly process of matching goals, assessment, and evaluation strategies.

Personal and vocational development in high school students

Abstract The purpose of this research was to test the effectiveness of a high school psychology course (16 weeks) in promoting positive personal and vocational development. One hundred ten junior students who were enrolled in a psychology course (4 sections) served as experimental subjects ( S s). Ninety-nine juniors and seniors from study halls were used as control S s. Criterion measures consisted of the Personal Orientation Inventory and the Vocational Maturity Scale . Besides pre- and postdata, a three-month followup was also included. The statistical analysis consisted of a multiple linear regression model. Restrictions (sex, aptitude, and gpa) were imposed upon the model to control statistically for sources of variances affecting the relationship between treatment and criteria. Significance was set at or beyond the .05 level of probability. The findings suggest that the students in the psychology course showed more positive mental health and more vocational maturity than students in the control group. The change in the treatment conditions for the three criterion measures continued in the expected direction after a three-month period of time.

Educational reform in teacher preparation: Proposals, reactions, and implementation

The article by Benton and Hoyt provides data that creates an opportunity for a significant discussion concerning the role of educational psychologists in education reform. Education reform in teacher education has three identifiable stages. The first stage is the series of proposals that have been generated by a number of groups implying that education reform efforts will bring about positive change. The second component has been reactions or debates surrounding the proposals and significant changes proposed by national reports. Finally, there have been component parts of the proposals implemented in experimental ways in schools and colleges of education. Clearly, a segment of the educational psychology academic community has been involved in all three phases of education reform, and the need for maintaining a research posture and a demand for documentation of improvement is necessary from all educators—and in particular educational psychologists. The 1980s were the years for proposing and reacting. The years between now and the twenty-first century will be the time of implementation and evaluation of changes. The opportunity is present for active involvement of all interested educational psychologists. The article by Benton and Hoyt is a meaningful article for educational psychologists because it points out our differing opinions and provides some basis for us to understand our differences concerning specific issues in teacher education reform.