A Needs Assessment Model for Conducting Follow-Up Studies

Abstract

The instrument can be designed to lock in the type and quality of data that will be received. Teaching competencies derived from process-product studies (Borich, 1979; Borich & Kash, 1979; Medley, 1977; Rosenshine, 1977) have contributed in some degree to the content of inservice evaluations of teacher training. However, because the intent of these studies has been limited to investigating teaching behavior vis-a-vis pupil outcomes, they have been less useful in suggesting methodology institutions could use to conduct inservice evaluations of their training programs. This article presents a methodological model that can be employed in conducting follow-up studies of preservice and inservice training. Overview of the Model

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