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Abstract
Ushbu maqolada ingliz tili o‘qituvchilarida grant kompetensiyasini rivojlantirish samaradorligini baholashning nazariy-metodologik asoslari Donald Kirkpatrickning to‘rt darajali ta’lim samaradorligini baholash modeli (reaksiya, o‘rganish, xulq-atvor,
natija) asosida chuqur tizimli tahlil qilinadi. Tadqiqotda olti mustaqil xalqaro dastur va tadqiqot (jumladan, NRMN grant yozish trening bo‘yicha randomizatsiyalashgan tadqiqot, Gavayi PIKO/GUMSHOE dasturi, Kaliforniya universiteti San-Diego Grant Yozish Kursi, Stenford Proposal Bootcamp)ning ochiq e’lon qilingan samaradorlik ko‘rsatkichlari Kirkpatrick modelining to‘rt darajasi bo‘yicha tizimlashtirilib, ularning metodologik dalillilik darajasi (RCT, kvazi-eksperimental, tavsiflovchi) tanqidiy baholanadi.
References
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