Development of an Outcomes Based Program Evaluation Protocol for a School-based Youth Mentoring Program in Hoffman Estates, Illinois PDF Download
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Author: Megan Hammer Publisher: ISBN: Category : Psychology Languages : en Pages : 212
Book Description
Youth mentoring programs have been frequently aimed at the needs of at-risk populations over the past few decades. These programs, such as Big Brothers/Big Sisters have been supported, through research, as offering alternative experiences that are associated with positive academic, social and psychological outcomes. As these programs have increased in size and scope, it has been essential to appropriately assess them to see whether or not they are effective in assisting at-risk youth.
Author: Megan Hammer Publisher: ISBN: Category : Psychology Languages : en Pages : 212
Book Description
Youth mentoring programs have been frequently aimed at the needs of at-risk populations over the past few decades. These programs, such as Big Brothers/Big Sisters have been supported, through research, as offering alternative experiences that are associated with positive academic, social and psychological outcomes. As these programs have increased in size and scope, it has been essential to appropriately assess them to see whether or not they are effective in assisting at-risk youth.
Author: Marc E. Wheeler Publisher: ISBN: Category : Mentoring Languages : en Pages : 26
Book Description
"Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates, Communities In Schools of San Antonio, Texas, and grantees of the U.S. Department of Education's Student Mentoring Program. Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies."--Author abstract, edited.
Author: Mary Ellen Dicataldo Publisher: ISBN: 9780542874574 Category : Mentoring in education Languages : en Pages : 486
Book Description
A multidisciplinary team was formulated to conduct a formative evaluation of Project Success, school-based mentoring program that was implemented during the ten month school year in a suburban New Jersey middle school. Through the mentoring program, trained school-based adult mentors were matched with non-special education seventh grade students determined to be at risk for school failure or social problems, according to program eligibility criteria. Mentors were expected to meet with the students a minimum of 30 minutes per week, document the sessions, and participate in continuous training along with other program requirements. The formative program evaluation of Project Success was conducted by the Project Success Evaluation Team (PSET), a multidisciplinary team comprised of various school-based, community-based and program stakeholders. PSET members participated in a series of team meetings geared toward developing program evaluation goals, identifying evaluation questions, selecting data collection methods, gathering and reviewing data, making recommendations, and evaluating the program evaluation process. Program evaluation questions were posed in order to determine the reasons mentors and mentees chase to participate in the program, the extent to which the program was implemented according to its design; the perceived barriers to implementation according to stakeholders, the extent to which primary and secondary goals were attained, and the manner in which stakeholders believed the program added value to the target population. Program evaluation results were considered with respect to implications for the role of the school psychologist, utilization of evaluation information, the potential value of teams for use in program evaluation, the nature and scope of the program evaluation process, and other relevant school contextual factors. In addition, results were reviewed with respect to theory-based best practices cited in the mentoring literature. Recommendations for improving Project Success, increasing the effectiveness of the PSET, and for applying the team approach to the evaluation of other school-based programs were offered. The dissertation illustrates an expanded role for the school psychologist and contains practical guidelines for incorporating the team approach to program evaluation in schools as a standard practice in public school education.
Author: Julie Q. Morrison Publisher: Oxford University Press ISBN: 0190609109 Category : Education Languages : en Pages : 216
Book Description
"This book provides a practical guide for school-based professionals, enhancing and extending their knowledge and skills in assessment and the use of evidence-based interventions for academic and social/behavioral concerns"--
Author: Donna M. Mertens Publisher: Guilford Publications ISBN: 1462532756 Category : Education Languages : en Pages : 641
Book Description
The leading text that covers both the theory and practice of evaluation in one engaging volume has now been revised and updated with additional evaluation approaches (such as mixed methods and principles-focused evaluation) and new methods (such as technologically based strategies). The book features examples of small- and large-scale evaluations from a range of fields, many with reflective commentary from the evaluators; helpful checklists; and carefully crafted learning activities. Major theoretical paradigms in evaluation--and the ways they inform methodological choices--are explained. Readers learn effective strategies for clarifying their own theoretical assumptions; working with stakeholders; developing questions; using quantitative, qualitative, and mixed methods designs; selecting data collection and sampling strategies; analyzing data; and communicating and utilizing findings. The new companion website provides extensive recommended online resources and tools, organized by chapter. New to This Edition *Additional evaluation approaches: collaborative evaluation, principles-focused evaluation, and desk reviews. *Coverage of new data collection technologies and methods of qualitative coding. *Expanded discussions of logic models, cost–benefit analysis, and mixed methods designs. *Many new and updated sample studies. Pedagogical Features *Reflection questions that prepare students to read each chapter. *"Extending Your Thinking" questions and practical activities. *Boxes delving into key concepts and example studies. *End-of-book Glossary, and highlighted key terms throughout. *Companion website with links to helpful resources on all aspects of evaluation.
Author: Robert O. Brinkerhoff Publisher: Springer Science & Business Media ISBN: 9401176302 Category : Education Languages : en Pages : 408
Book Description
Please glance over the questions that follow and read the answers to those that are of interest. Q: What does this manual do? A: This manual guides the user through designing an evaluation. A: Who can use it? A: Anyone interested or involved in evaluating professional trammg or inservice education programs. The primary users will be staff members who are doing their own program evaluation-maybe for the first time. (Experienced evaluators or other professional educators can find useful guides and worksheets in it.) Q: If I work through this manual, what will I accomplish? A: You will develop one or more evaluation designs, and perhaps you'll also use the designs to evaluate something to make it better or to document its current value. Q: What is an evaluation design? A: An evaluation design is a conceptual and procedural map for getting important information about training efforts to people who can use it, as shown in the graphic below.
Author: Carol Taylor Fitz-Gibbon Publisher: SAGE ISBN: 9780803931282 Category : Social Science Languages : en Pages : 176
Book Description
The objective of this book is to acquaint the reader with the ways in which evaluation results can be made more credible through careful choice of a design prescribing when and from whom, the data will be gathered. The book helps the reader choose a design, put it into operation and analyze and report the data that has been gathered.
Author: Megan Hammer
Author: Megan Hammer
Author: Curtis Keith Castro
Author: Hedley G. Dimock
Author: Douglas Freeman
Author: Marc E. Wheeler
Author: Mary Ellen Dicataldo
Author: Julie Q. Morrison
Author: Donna M. Mertens
Author: Robert O. Brinkerhoff
Author: Carol Taylor Fitz-Gibbon