Is the closet door still closed in 2014?: a program evaluation of preservice teacher training

The purpose of this program evaluation was to examine the four components of the CIPP evaluation model (Context, Input, Process, and Product evaluations) in the diversity training program conceptualization and design delivered to College of Education K-12 preservice teachers at a large university in the southeastern United States (referred to in this dissertation as University X) as the training relates to LGBT issues. This research focused on each of the four CIPP components through document analysis of targeted courses and qualitative interviews of program stakeholders. This CIPP evaluation model focused on the formative (Content, Input, and Process) and summative (Product) approaches to improvement of projects, programs, personnel, products, institutions, and systems within the K-12 preservice teachers degree program.