Hide metadata

dc.date.accessioned2020-03-11T20:06:14Z
dc.date.available2020-03-11T20:06:14Z
dc.date.created2019-07-29T13:21:21Z
dc.date.issued2019
dc.identifier.citationZala-Mezö, Enikö Raeder, Sabine Strauss, Nina-Cathrin . More knowledge helps implement change: Evaluation of a training program during educational reform. Studies in Educational Evaluation. 2019, 61, 105-111
dc.identifier.urihttp://hdl.handle.net/10852/73940
dc.description.abstractIn this study, a training program used during a large-scale reform resulting from the implementation of a new school law was evaluated. The evaluation was theoretically founded on the research of training transfer as- suming that new knowledge and skills must be transferred to the work context to ensure the effectiveness of the training. An evaluation was conducted after each training course. In total, 3154 course participants and facil- itators from 179 courses provided data. The results indicated that the school-specific learning condition con- tributes to a positive course evaluation and thus results in higher topic-related knowledge. Topic-related knowledge and positive attitudes toward elements of the new law support the course participants’ change-related self-efficacy. The study highlighted the relevance of knowledge and attitudes toward the impending changes. The findings suggest that future training programs should consider previous attitudes of participants as well as the school-specific learning conditions within schools.
dc.description.abstractMore knowledge helps implement change: Evaluation of a training program during educational reform
dc.languageEN
dc.publisherElsevier
dc.titleMore knowledge helps implement change: Evaluation of a training program during educational reform
dc.typeJournal article
dc.creator.authorZala-Mezö, Enikö
dc.creator.authorRaeder, Sabine
dc.creator.authorStrauss, Nina-Cathrin
cristin.unitcode185,17,5,0
cristin.unitnamePsykologisk institutt
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode1
dc.identifier.cristin1713059
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Studies in Educational Evaluation&rft.volume=61&rft.spage=105&rft.date=2019
dc.identifier.jtitleStudies in Educational Evaluation
dc.identifier.volume61
dc.identifier.startpage105
dc.identifier.endpage111
dc.identifier.doihttps://doi.org/10.1016/j.stueduc.2019.03.008
dc.identifier.urnURN:NBN:no-77053
dc.type.documentTidsskriftartikkel
dc.source.issn0191-491X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/73940/1/Sabine%2BRaeder%2B2019%2BSchool%2Breform.pdf
dc.type.versionSubmittedVersion


Files in this item

Appears in the following Collection

Hide metadata