Using a Logic Model to Evaluate Undergraduate Instruction in a Laboratory Preschool

Research Findings: Utilization-focused, process evaluations of university-based laboratory preschools in their role with teacher preparation programs are rare in the current literature. This paper describes a self-study evaluation designed and implemented at a university laboratory preschool. A theory approach logic model was developed and used to illustrate the connections between educational theories and the undergraduate instructional activities designed to facilitate learning. Undergraduate students and laboratory school instructors were surveyed and interviewed about five instructional strategies and their impact on achievement of undergraduate lab course goals. The emphasis in this paper is placed on the lab course goal of applying theoretical concepts to classroom situations. The results and process of the evaluation itself were informative to instructors in clarifying and improving their practices. Undergraduate instructional activities were modified, and the instructors continued to systematically reflect and improve upon their practice with the students in the teacher education program. Modifications in specific instructional activities made a positive impact on undergraduate students' reports of their abilities to apply theories to classroom situations. Practice or Policy: This approach is offered as one model of process evaluation to strengthen lab schools in their important mission of teacher preparation.