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Author: Emma Norland Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 100
Book Description
This volume explores the issues with which evaluators of nonformal education programs (such as parks, zoos, community outreach organizations, and museums) struggle. These issues are not unique to nonformal programs and settings. Rather, they pose different sets of problems and solutions from those that face evaluators of traditional education programs. The authors address this topic from extensive experience as evaluators and education professionals who have worked in nonformal education settings. Billions of dollars are spent annually on nonformal, informal, and nontraditional education programs and collaborative formal-nonformal efforts. Public and private dollars fund literally thousands of programs, and yet the field of program evaluation has provided little guidance for evaluating such efforts. There are precious few resources available to lead program administrators, staff, and evaluators through the maze of programs with the diversity of the constituencies that support them. The stakeholders and audiences of nonformal education programs are numerous, and these programs can range from a one-shot, hour-long lecture to an ongoing, one-day-a-week volunteer program, to a three-week study tour, to a four-weekends-across-one-year-work camp, to a "stop by when you can" museum collection.
Author: Emma Norland Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 100
Book Description
This volume explores the issues with which evaluators of nonformal education programs (such as parks, zoos, community outreach organizations, and museums) struggle. These issues are not unique to nonformal programs and settings. Rather, they pose different sets of problems and solutions from those that face evaluators of traditional education programs. The authors address this topic from extensive experience as evaluators and education professionals who have worked in nonformal education settings. Billions of dollars are spent annually on nonformal, informal, and nontraditional education programs and collaborative formal-nonformal efforts. Public and private dollars fund literally thousands of programs, and yet the field of program evaluation has provided little guidance for evaluating such efforts. There are precious few resources available to lead program administrators, staff, and evaluators through the maze of programs with the diversity of the constituencies that support them. The stakeholders and audiences of nonformal education programs are numerous, and these programs can range from a one-shot, hour-long lecture to an ongoing, one-day-a-week volunteer program, to a three-week study tour, to a four-weekends-across-one-year-work camp, to a "stop by when you can" museum collection.
Author: Richard J. Shavelson Publisher: ISBN: Category : Education Languages : en Pages : 186
Book Description
UNESCO pub. Description of the criteria sampling approach to evaluation of nonformal education - applies the approach to case studies of basic literacy in Indonesia and teacher training programmes in Nigeria and Guyana; analyses the approach, incl. Identification of training objectives, analysis of textbooks and tests.
Author: Tamara M. Walser Publisher: SAGE Publications ISBN: 1506399991 Category : Social Science Languages : en Pages : 254
Book Description
This practical, user-friendly resource helps students successfully complete an evaluation capstone: a dissertation, thesis, or culminating project where a student conducts an evaluation as their capstone experience. Authors Tamara M. Walser and Michael S. Trevisan present a framework to support students and faculty in maximizing student development of evaluator competencies, addressing standards of the evaluation profession, and contributing to programs and disciplinary knowledge. Their framework, and this book, is organized by six fundamentals of evaluation practice: quality; stakeholders; understanding the program; values; approaches; and maximizing evaluation use. Throughout the book they use the metaphor of the journey to depict the processes and activities a student will experience as they navigate an evaluation capstone and the six fundamentals of evaluation practice. In pursuit of a completed capstone, students grow professionally and personally, and will be in a different place when they reach the destination and the capstone journey is complete.
Author: Leslie Goodyear Publisher: John Wiley & Sons ISBN: 1118415256 Category : Education Languages : en Pages : 336
Book Description
Integrate qualitative inquiry approaches and methods into the practice of evaluation Qualitative inquiry can have a major effect on evaluation practice, and provides evaluators a means to explore and examine various settings and contexts in need of rich description and deeper understanding. Qualitative Inquiry in Evaluation: From Theory to Practice explores the most important considerations for both students and evaluation professionals. Using various evaluation theories and approaches as a springboard for real-world practice, this reference serves as an accessible text for beginning students and seasoned professionals alike. Readers are given an in-depth view of the key qualities and benefits of qualitative inquiry, which also serves as a crucial counterpart to quantitative analysis. Chapters in part one focus on the foundations, core concepts, and intersection of evaluation theory and qualitative inquiry. Part two contains contributions from leading evaluators whose design, implementation, and reporting strategies for qualitative inquiry are centered on common, real-world settings. These case-based chapters point to the strengths and challenges of implementing qualitative evaluations. Key competencies for conducting effective qualitative evaluations are also discussed. Explores the role of qualitative inquiry in many prominent approaches to evaluation Discusses the method's history and delves into key concepts in qualitative inquiry and evaluation Helps readers understand which qualities are necessary to be an effective qualitative evaluator Presents the viewpoints and experiences of expert editors and contributing authors with high levels of understanding on the topic Qualitative Inquiry in Evaluation: From Theory to Practice is a vital tool for evaluators and students alike who are looking to deepen their understanding of the theoretical perspectives and practice considerations of qualitative evaluation.
Author: J. Bradley Cousins Publisher: IAP ISBN: 1617358037 Category : Education Languages : en Pages : 308
Book Description
Empiricism provides the backbone of knowledge creation within social science disciplines (e.g., psychology, sociology) and applied domains of study (e.g., education, administration) alike. Yet, relative to such domains of inquiry, comparatively little empirical research on evaluation has occurred, and the research knowledge base been infrequently synthesized and integrated to influence theory and practice. The proposed book aims to fill this void with regard to participatory evaluation, a set of collaborative approaches to evaluation that is receiving considerable attention of late, including a growing body of empirical studies. The authors begin in Part 1 with the delineation of a widely known and familiar conceptual framework for participatory evaluation. They then use the framework in Part 2 as a guide to conducting an extensive review of the extant empirical knowledge base in participatory evaluation, culminating in a thematic analysis of what we know about the approach. In Part 3 the authors focus on methodological considerations of doing research on participatory evaluation through a critique of existing studies and an explication of design choices drawn from their own research program. The book concludes in Part 4 with implications for moving the field forward in terms of important research questions, methodological direction and evaluation practice. This book will be of central interest to evaluation theorists and to those who choose to conduct research on evaluation; appeal will be conceptual and methodological. It will provide excellent supplementary reading for graduate students, many of whom seek to develop empirical studies on evaluation as part of their graduate programs. Rife with examples of participatory evaluation in practice, and practical implications, the book will also benefit evaluation practitioners with an interest in evaluation capacity building and participatory and collaborative approaches to practice.
Author: Sandra Mathison Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 148
Book Description
This issue of New Directions for Evaluation looks back at the past twenty years of the American Evaluation Association, from its inception to current research, highlighting important moments and enduring issues in the discipline and profession of evaluation. The issue includes a very brief history of NDE--including the journal's purpose, the various foci, how the journal has operated, and such events as the change in the journal's name. The issue also looks at the substance of NDE over the past twenty years, including an analysis of the coverage of cultural diversity issues. But much of the issue is devoted to "greatest hits" chapters that have appeared in prior NDE issues, each of which is introduced by an analysis of what makes it a significant contribution to the evaluation literature. The American Evaluation Association (AEA) celebrated its twentieth birthday in 2006. The partnership between AEA and New Directions for Evaluation has spanned this time and indeed stretches back further to AEA's precursor associations, the Evaluation Research Society and ENet. This is the 114th volume of the quarterly report series New Directions for Evaluation, a publication of Jossey-Bass and the American Evaluation Association.
Author: Celina Del Felice Publisher: IAP ISBN: 1623969751 Category : Education Languages : en Pages : 352
Book Description
Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.
Author: Sandra Mathison Publisher: SAGE ISBN: 9780761926092 Category : Reference Languages : en Pages : 526
Book Description
The 'Encyclopedia of Evaluation' recognises the growth of evaluation around the world & highlights all the major contributions to the field. There are over 400 entries organised alphabetically.
Author: Kristen M. Pozzoboni Publisher: IAP ISBN: 168123565X Category : Education Languages : en Pages : 264
Book Description
The purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have? Unlike K?12 classroom teaching, a profession with longstanding – if contested – legitimacy and recognition, “youth work” does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in our current context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty. Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas – coming from in and outside of higher education – about conceptions of youth work and optimal types of preparation and professional development.
Author: Emma Norland
Author: Emma Norland
Author: Richard J. Shavelson
Author: Tamara M. Walser
Author: Leslie Goodyear
Author: J. Bradley Cousins
Author: Peace Corps (U.S.). Information Collection and Exchange
Author: Sandra Mathison
Author: Celina Del Felice
Author: Sandra Mathison
Author: Kristen M. Pozzoboni