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Program Evaluation

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Full-Text Articles in Education

The Impact Of Teacher Efficacy On Implementing Progress-Monitoring Structures, Kimberly Harper-Young Apr 2018

The Impact Of Teacher Efficacy On Implementing Progress-Monitoring Structures, Kimberly Harper-Young

Kimberly Harper-Young

This program evaluation studied the impact of teacher efficacy on progress monitoring structures. To examine the effectiveness of teachers’ efficacy on implementing a progress monitoring tool, teachers in grades 3-8 were administered a questionnaire to discover their perceptions about implementing progress monitoring with fidelity, their ability to use a computer-based program, their comfort in doing so, and the quality of the data it enabled them to view. The results of the questionnaire suggest that teacher efficacy is an important factor in implementing progress monitoring.

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Analysis Of The Cdf Early Learning Community Trust Process Phase I, Sherrill W. Hayes Jan 2016

Analysis Of The Cdf Early Learning Community Trust Process Phase I, Sherrill W. Hayes

Sherrill W. Hayes

The purpose of this report was to provide an external review of the participatory decision making process used in Phase I of the “Clarkston Families Decide” CDF Early Learning Community Trust (ELCT) conducted between July 2014 and January 2015. The reviewer’s primary purpose was to provide information about the process used to develop
the project outcomes in Phase I that may be useful in the overall evaluation of the ELCT. The reviewer employed primarily a qualitative research methodology as the data sources were text and visual secondary data from pre-existing documents created during the process. The primary source materials used …

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Meeting The Needs Of Chinese English Language Learners At Writing Centers In America: A Proposed Culturally Responsive Model, Crystal Machado, Peizhen Wang Dec 2014

Meeting The Needs Of Chinese English Language Learners At Writing Centers In America: A Proposed Culturally Responsive Model, Crystal Machado, Peizhen Wang

Crystal Machado

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, …

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In Their Own Words: Sophomore College Men Describe Attitude And Behavior Changes Resulting From A Rape Prevention Program Two Years After Their Participation., John D. Foubert, Eric Godin, Jerry Tatum Dec 2009

In Their Own Words: Sophomore College Men Describe Attitude And Behavior Changes Resulting From A Rape Prevention Program Two Years After Their Participation., John D. Foubert, Eric Godin, Jerry Tatum

John D. Foubert

The study conducted involved assessing students from a Southeastern public university during two academic years, after their participation in an all-male sexual assault peer education program. The study findings revealed that 79% of 184 college men reported attitude change, behavior change, or both. Furthermore, a multistage inductive analysis revealed that after seeing The Men’s Program, men intervened to prevent rapes from happening. Participants also modified their behavior to avoid committing sexual assault when they or a potential partner were under the influence of alcohol. Implications for future research were discussed.

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Reactions Of Men Of Color To A Commonly Used Rape Prevention Program: Attitude And Predicted Behavior Changes, John D. Foubert, Brandynne J. Cremedy Dec 2006

Reactions Of Men Of Color To A Commonly Used Rape Prevention Program: Attitude And Predicted Behavior Changes, John D. Foubert, Brandynne J. Cremedy

John D. Foubert

African American, Latino, and Asian first-year college men (36) saw The Men’s Program, an all-male rape prevention workshop, and wrote answers to four open ended questions to determine how men from non-white groups react to a commonly used rape prevention program. Using a multi-stage inductive analysis, participant responses fell into five main themes including reinforced current beliefs and/or no changes, increased awareness of rape and its effects on survivors, increased understanding of consent, plans to intervene if a rape might occur, and plans to change behavior in their own intimate situations. Participants mentioned specific ways in which they planned to …

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The Longitudinal Effects Of A Rape-Prevention Program On Fraternity Men’S Attitudes, Behavioral Intent, And Behavior, John D. Foubert Dec 1999

The Longitudinal Effects Of A Rape-Prevention Program On Fraternity Men’S Attitudes, Behavioral Intent, And Behavior, John D. Foubert

John D. Foubert

A longitudinal study showed that fraternity men who saw The Men's Program reported lower rape myth acceptance and lower likelihood of raping 7 months after program participants relative to a control group using a Solomon 4 design.

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