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1.
《Early education and development》2013,24(2):127-140
With the implementation of P.L. 99–457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention. 相似文献
2.
The study of family variables has become increasingly critical in understanding outcomes typically considered program driven. Research linking family variables to parental involvement in early intervention programs for young children with disabilities is generally lacking. The purpose of this study was to determine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Service providers rated mothers' and fathers' involvement in early intervention programs Mother and fathers completed a battery of self-report questionnaires related to a variety of constructs, such as family functioning, marital adjustment, social supports, stress, coping, and parental involvement. Structural equating modeling was used to test the predictive ability of family variables. Two different models were developed for mothers and fathers. Results indicated significant outcomes for both group, largely supporting the proposed model. The coping variable emerged as a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental involvement. 相似文献
3.
Cristineide Leandro-França Sheila Giardini Murta Douglas A. Hershey Leonardo Barbosa Martins 《Educational gerontology》2013,39(7):497-512
ABSTRACTThe objective of this integrative literature review was to evaluate the quality of retirement planning programs described in the extant literature. This was accomplished through a qualitative analysis of methodological and efficacy criteria as described by Flay et al. (2005), Kazdin (2010, 2011 and Murta (2005). Several databases were consulted in searching for retirement program articles including: Academic Search Premier, Medline, PsycInfo, and Web of Science, among others. Retirement planning intervention articles published in English, Portuguese, and Spanish were considered, with a focus on their evaluation methods and results. Eleven studies were identified that described the procedures for both program implementation and intervention evaluation. Results revealed methodological shortcomings in the papers reviewed, with concerns being related to a lack of experimental or quasiexperimental approaches, a failure to use previously validated measurement instruments and longitudinal assessments, and insufficiently robust data analysis procedures. That said, however, there was evidence from multiple investigations that the intervention programs examined led to increases in knowledge, positive changes in attitudes linked to retirement, and an increase in retirement-linked planning and preparation behaviors. Identification of strengths and weaknesses in the methods used and efficacy of these interventions could facilitate the construction of a research agenda aimed at promoting more favorable research designs. Use of more rigorous designs would stand to improve the internal validity of these retirement programs and, consequently, progress in this field. 相似文献
4.
Karen M. La Paro Catherine Scott-Little Anurika Ejimofor Teressa Sumrall Victoria L. Kintner-Duffy Robert C. Pianta 《Journal of Early Childhood Teacher Education》2013,34(4):318-336
Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching. 相似文献
5.
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs. 相似文献
6.
Michael J. Guralnick 《Early education and development》1993,4(4):366-378
This commentary discusses the program of research carried out by the Utah State Early Intervention Research Institute (EIRI) in the context of the characteristics associated with second generation research in early intervention. Specifically, the series of EIRI research studies focused on the three program features of age of start, intensity of intervention, and parent participation. This commentary provides an evaluation of these program features in terms of scientific quality, specificity of the research, and consistency with contemporary developmental/ecological approaches. Directions for future research are noted, and these include: greater emphasis on establishing expectations for outcomes derived from developmental models, multisite studies to permit more effective specificity analyses, and emphasis on identifying the characteristics of children and families who are at greatest risk of not responding to prevailing early intervention services and supports. 相似文献
7.
《Early education and development》2013,24(4):366-378
This commentary discusses the program of research carried out by the Utah State Early Intervention Research Institute (EIRI) in the context of the characteristics associated with second generation research in early intervention. Specifically, the series of EIRI research studies focused on the three program features of age of start, intensity of intervention, and parent participation. This commentary provides an evaluation of these program features in terms of scientific quality, specificity of the research, and consistency with contemporary developmental/ecological approaches. Directions for future research are noted, and these include: greater emphasis on establishing expectations for outcomes derived from developmental models, multisite studies to permit more effective specificity analyses, and emphasis on identifying the characteristics of children and families who are at greatest risk of not responding to prevailing early intervention services and supports. 相似文献
8.
Interventions designed to assist the unemployed make the transition to employment have typically focused on the development of specific skills. In this paper, the author argues that such approaches are insufficient for counselors to assist individuals attempting to make the transition to employment. A brief background to the unemployment problem is presented, followed by a summary of some of the major problems with traditional employment programs. The author then presents a comprehensive model for program development that incorporates seven levels of intervention, and five components of effective transition programs. Implications for counseling are discussed. 相似文献
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Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
11.
This is a critical review of methodological issues in the evaluation of adult literacy education programs in the United States. It addresses the key research questions: What are the appropriate methods for evaluating these programs under given circumstances. It identifies 15 evaluation studies that are representative of a range of adult literacy contexts at various evaluation levels; and reviews each study regarding evaluation designs, data sources, learner assessment tools, and indicators of program effectiveness. It summarizes methodological lessons learned regarding the evaluation of adult literacy education and identifies areas for further research. 相似文献
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This article presents the research findings of an evaluation of the academic impacts of 21st Century Learning Centers (CCLC) in Louisiana. Using quasi-experimental design, the article operationalizes academic achievement as core and subject test performance on nationally standardized pre- and posttests (Iowa Test of Basic Skills; ITBS). Based on previous research and evaluation requirements, the article (a) employs outcomes of interest to policymakers (standardized test scores); (b) uses program attendance as a key independent variable; (c) uses efficient methods to control for extraneous impact on the dependent variable; and (d) focuses the evaluation on a specific group of student—at-risk children in Louisiana. Findings indicate that the 21st CCLC program is having a positive academic impact on participants who attend the program for 30 days or more. Further, impacts are shared across specific grantee programs, specific subjects, and subgroupings of students. Finally, the study finds that intensity of attendance is positively related to academic impact. 相似文献
14.
Evaluation of educational programs has accelerated dramatically in the past quarter century. With this expansion has come clear methodological improvement involving randomized control studies and other approaches for establishing causation that considerably strengthen their internal validity. Such studies are, however, conducted within individual countries with the institutional structure of the schools and the national labor markets, and they are seldom replicated either within or across countries. A natural question is whether the results of an individual high-quality educational evaluation in one country can be reasonably applied in other countries. This paper focuses on existing research into differences across countries that, while generally impossible to incorporate into program evaluations, potentially have direct effects on key elements of policy and on the outcomes that can be expected. In particular, available cross-national studies on a variety of topics suggest using caution when generalizing evaluation results across countries, because student results are likely to vary systematically with a number of fundamental country-level institutional characteristics that are not explicitly considered in within-country evaluation analyses. Unfortunately, there is currently too little replication of basic research studies to provide explicit guidance on when and where cross-national generalizations are possible. 相似文献
15.
Deborah S. Meizlish Mary C. Wright Joseph Howard Matthew L. Kaplan 《International Journal for Academic Development》2018,23(2):72-85
This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in program evaluation. Results show positive impacts. Faculty found the program valuable and reported increases in their preparation for a range of teaching tasks. In comparison to earlier cohorts, program participants received stronger student evaluations on two global items, and demonstrated significantly more connections with the teaching center in their early careers. 相似文献
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Marilou Denbo Eldred Ph.D. 《Innovative Higher Education》1981,5(3):193-201
Student advising in the University Without Walls (UWW) program at the University of Minnesota centers on helping students develop the cognitive skills described in Bloom's taxonomy as knowledge, comprehension, application, analysis, synthesis, and evaluation. Program advisors assist students in designing their degree programs and oversee students' progress through the graduation process. Each phase of student advising incorporates one or more of the cognitive skills. Advisors assess students' skill development in the early stages of their programs and then help students further develop the skills throughout the UWW program. 相似文献
18.
M J Guralnick 《Exceptional children》1991,58(2):174-183
The effectiveness of early intervention programs for children with developmental disabilities and for children at biologic risk was reviewed and analyzed. A general pattern indicating important effects of early intervention programs was noted, with effect sizes averaging between one-half and three-quarters of a standard deviation. The ability of early intervention programs to minimize declines in development was identified as a significant outcome. The effects of specific program features--age of start and family involvement--were selected for more detailed examination, and the moderating influence of the levels of severity of children's disabilities was also analyzed. Future directions for improving the effectiveness of early intervention include using the emerging knowledge of biobehavioral and child development research, as well as enhancing children's social competence. 相似文献
19.
Brandi L. Stocker 《The American journal of distance education》2018,32(2):113-130
This comparative study examined the academic success rates of online graduate nursing students by comparing final grades to the on-campus cohort of graduate nursing students prior to the program transitioning online. Analysis was conducted by identifying and comparing final course grades in 4 required Master of Science in Nursing (MSN) courses over a period of 6 years. Five key themes related to online student success are discussed, including the need for graduate nursing MSN programs to transition to an online format, barriers to online learning, comprehensive program evaluation of an online degree program, online student retention approaches, and exploration of whether online students have been shown to be as academically successful as on-campus students. Results reveal that both cohorts of course delivery modes yield academically successful MSN students and both course delivery modes are providing the MSN program with almost equal pass rates by the students taking the required core courses. 相似文献
20.
The number of state-funded preschool programs for low-income children has increased dramatically over the past few decades, and recent research has indicated that these programs vary considerably along a variety of dimensions. By 1998 only 13 of the current 33 state preschool programs (which serve children 3 to 5, provide some form of classroom-based educational service, and are primarily funded and administered at the state level) had completed a formal evaluation of the program’s impact on child outcomes. This paper presents a critical meta-analytic review of these evaluations, providing measures of standardized effects for all significant impacts to facilitate comparisons across differing domains of outcome and evaluative methods. Although several methodological flaws in these studies are identified, the pattern of overall findings may offer modest support for positive impacts in improving children’s developmental competence in a variety of domains, improving later school attendance and performance, and reducing subsequent grade retention. Significant impacts were mostly limited to kindergarten and first grade; however, some impacts were sustained several years beyond preschool. The results of these studies were similar to evaluations of other large-scale preschool programs for low-income children, such as Head Start. Modest outcome goals are warranted for preschool programs serving low-income children, for example, the promotion of school readiness. Suggestions are presented for improved preschool and early intervention program evaluation. 相似文献