This applied dissertation was designed to study a State Train the Trainer Course for all potential trainers of a curriculum that was mandated for all caregivers of children in child care facilities and Family Child Care homes. The course did not include a performance based component nor did it include a mentoring component. Persons attending the required training needed only to participate in six hours of theory to obtain the certificate to become a trainer. The hypothesis was that trainers attending an expanded version of the Train the Trainer Module would perceive themselves as effective trainers and would use interactive techniques that were developmentally appropriate for adults in the training that was presented. The strategies used to expand the Train the Trainer Module included two performance-based components. The first performance component was a 10-minute presentation given in the training. The second performance component was a one-hour presentation given to a class of students in an ongoing class. Each of the performance based components was videotaped for review. A follow up mentoring meeting focused on the one-hour videotaped recording. A Self Evaluation/Interactive Survey was used with the videotaped recording to track the number of times interactive techniques were used. This writer found that the participants overrated themselves on the surveys. However, the data indicated that the actual use of adult appropriate training techniques was not as great as reported on the opinion surveys. Use of the videotaped recording to track the activities proved that the trainers needed to concentrate more on use of the adult learner’s knowledge and experience.
| Date of Award | Jan 1 2003 |
|---|
| Original language | English |
|---|
| Supervisor | Roberta Silfen (Supervisor) & Barbara Packer (Advisor) |
|---|