A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE EFFECTS OF ORGANIZATIONAL STRUCTURE ON THE FEEDBACK LOOPS OF EVALUATION
Kathleen Patricia Hanna, Ed. D.
August 1996

RETURN
edited 01/20/01

 


ABSTRACT

This study looked at the process of context evaluation and the effects of external forces on its sometime failure to effect change. There are myriad reasons why change does not always occur as a result of the evaluation process, but the purpose of this study was to investigate the effect of the nature of the teaching- learning relationship on the cyclic feedback loops of evaluation.

In the American educational system evaluational techniques frequently do not effect change except on a very superficial basis. This study contended that one of the primary reasons for this failure is the lack of feedback loops in the evaluation process., Results of evaluation are paid a cursory look, and change that occurs, if any continues to maintain the power base of the teacher.

The investigator utilized the pre-admission testing area of a large inner-city hospital as the site for study. Patients came to this unit for peri-operative instruction, recording of their medical history, and a physical examination prior to their planned surgery. The patient is instructed by the staff of the unit regarding the expectations of the surgery and the necessary preparation. The patient and staff relationship, as does the student teacher relationship, fit the protocol for inequality as an inherent part of the nature of the relationship.

The investigator employed qualitative methods of data collection by utilizing questionnaires, interviews, and participant observation. Twenty-five patients were randomly selected to participate in the study along with the staff of the pre-admission testing unit. The proposal was sanctioned by the hospital's Institutional Review Board. Patient confidentiality was maintained.

Data was sorted and analyzed through the use of matrices. The investigator looked for emergent themes to support the hypothesis of the proposal and found strong indications of inequality in the nature of the student/teacher relationships. The researcher also found little or no expectations on the part of the learner for change to occur or for their voice to be heard as a result of the evaluation process.

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