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A Formative Evaluation Of An After-School Program For English Ii Students, Kandice Katrice Jernigan Jan 2020

A Formative Evaluation Of An After-School Program For English Ii Students, Kandice Katrice Jernigan

Walden Dissertations and Doctoral Studies

At a high school in a Southern U.S. state, district officials implemented an after-school program in 2018 to assist students with English language skills. However, the effectiveness of the program had not been evaluated. The study purpose was conducting of an evaluation of this program with the conceptual framework of utilization-focused evaluation theory, which involves rigorous data collection with participation by the intended users and for their practical use. The research questions addressed whether the after-school program helped English II students’ learning; whether administrators, parents, and students believed the program contributed to student success; and what strategies could be ...


The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg Oct 2007

The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg

Steven R Rogg

Citation: Rogg, S. (November, 2007). The La Aurora: New Beginnings Project – Final Evaluation Summary. U.S. Department of Education. Office of English Language Acquisition. Bilingual Education Professional Development Career Ladder Program (CFDA #84.195E, grant #T195E010024). Submitted to: Aurora University, Aurora, Illinois.

Background: A discretionary grant of $1.1M from the U.S. Department of Education Office of Language Acquisition was awarded to Aurora University to execute a five-year Career Ladder Program with a start date of 1-September, 2001 and completion date of 31-August, 2006.1 The stated intent of the Career Ladder Program is summarized here: “The program provided ...


Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg Aug 2006

Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of ...


Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg Jan 2006

Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of ...


The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg Jul 2003

The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg

Steven R Rogg

This document is a status report on the Illinois Mathematics and Science Academy’s (IMSA) Research and Dissemination Network, which is funded as a contract with the Smithsonian Institution. In response to significant recent changes in project organization and activities, this report traces key developments of the project over its ten-year history. The report concludes with a summary of accomplishments during the current 2002-03 academic year.


Imsa 2061 Program Year 2001-2002 Summary Report, Steven R. Rogg Aug 2002

Imsa 2061 Program Year 2001-2002 Summary Report, Steven R. Rogg

Steven R Rogg

In 2000 IMSA and the American Association for the Advancement of Science’s Project 2061 established a partnership, IMSA 2061, to offer unique and nationally recognized professional development programs for mathematics and science teachers and education leaders. Participants in the IMSA 2061 professional development programs learn to use the tools, research, and experiences of education reform to enable all students to achieve the learning expressed in state and national standards. Activities described in this report fall into two categories, Introductory Workshops and long-term programs with districts. IMSA 2061 Introductory Workshops help educators become aware of how to apply Project 2061 ...


Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg Mar 2002

Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg

Steven R Rogg

In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for ...


Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg Mar 2002

Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg

Steven R Rogg

Following Phase I, of the Museums In the Park Study, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event.


Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Jan 2002

Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

The Museums and Public Schools (MAPS) initiative intends to “create a lasting impact on teaching and learning by integrating museum resources into the educational process and serve as a national model.” It is conceived as a “sustained partnership of museums and schools, students and teachers,” engaging them in “authentic learning experiences.” This is to be accomplished primarily via the explicit incorporation of relevant (as indicated by the Chicago Academic Standards) cultural, historical, and scientific resources of Chicago’s world-class museums into the curriculum of Chicago Public Schools. The result is to be an experience of education that is powerfully rich ...


Xavier University's Discovering Life Science Program Evaluation Final Report, Steven R. Rogg Dec 2001

Xavier University's Discovering Life Science Program Evaluation Final Report, Steven R. Rogg

Steven R Rogg

This document is the final report of the external evaluation of the project entitled: Implementing Inquiry and Technology in a Biology Lab for Pre–service Teachers and Non-majors embodied in Xavier University’s laboratory course Biol-125: Discovering Life Science and funded under the National Science Foundation (NSF), Division of Undergraduate Education (DUE) of the Directorate for Education and Human Resources (HER.) award no. DUE#99-50373. The period of NSF funding for this two-year project of the NSF/HER/DUE Course, Curriculum and Laboratory Improvement Program was June 1, 1999 through May 31, 2001. There are several accomplishments that the University ...


Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Aug 2000

Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

Evaluation of the first year implementation of the Museums and Public schools (MAPS) initiative is reported. The MAPS initiative is described in its original proposal in the following way: “Guided by the Chicago and Illinois academic standards, (MAPS) …will, over time, make museum resources a creative and integral part of classroom learning and teaching. In so doing, this partnership will enhance teacher knowledge and skills, enrich student educational experiences and advance the educational attainment of all children in Chicago’s public schools. In short, this collaboration is an investment in Chicago’s future.”


Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg Jun 1999

Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg

Steven R Rogg

This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct ...