Follow-up of Dropouts From Developmental Programs: A Supplemental Program Evaluation Approach

1980 ◽  
Vol 59 (3) ◽  
pp. 186-189 ◽  
Author(s):  
JOHN C. BARROW
Keyword(s):  
Program Evaluation ◽  
Developmental Programs ◽  
Supplemental Program ◽  
Evaluation Approach

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

scholarly journals Initiating Hybrid Closed Loop: A Program Evaluation of an Educator‐Led Control‐IQ Follow‐up at a Large Pediatric Clinic

2021 ◽  
Author(s):  
Laurel H. Messer ◽  
Cari Berget ◽  
Ashlee Ernst ◽  
Lindsey Towers ◽  
Robert H. Slover ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Closed Loop ◽  
Pediatric Clinic

scholarly journals Building Bridges between Structural and Program Evaluation Approaches to Evaluating Policy

2010 ◽  
Vol 48 (2) ◽  
pp. 356-398 ◽  
Author(s):  
James J Heckman
Keyword(s):  
Economic Policy ◽  
Program Evaluation ◽  
Policy Analysis ◽  
Structural Approach ◽  
Third Way ◽  
Evaluation Approach ◽  
Alternative Approach ◽  
Evaluation Approaches

This paper compares the structural approach to economic policy analysis with the program evaluation approach. It offers a third way to do policy analysis that combines the best features of both approaches. I illustrate the value of this alternative approach by making the implicit economics of LATE explicit, thereby extending the interpretability and range of policy questions that LATE can answer. (JEL C21, E61)

Evaluation Strategy for Finland's Suicide Prevention Project

Crisis ◽  
1996 ◽  
Vol 17 (4) ◽  
pp. 167-174 ◽  
Author(s):  
Jari Hakanen ◽  
Maila Upanne
Keyword(s):  
Suicide Prevention ◽  
General Structure ◽  
National Strategy ◽  
Final Phase ◽  
Implementation Phase ◽  
Evaluation Approach ◽  
Prevention Project ◽  
Phase Evaluation ◽  
Ongoing Evaluation

Finland's suicide prevention project (1987-1996) has proceeded to its final phase, evaluation. In this article the general structure of the evaluation and the strategy for evaluating the implementation phase (1992-1996) are presented. The evaluation aims to look at the success of the project in its target areas and the critical factors involved. It deals with the intervention strategies evolved, as well as indicators of progress in suicide prevention activities. A process evaluation approach is used to evaluate the national strategy and the project. The first follow-up (1993) and preliminary results from the ongoing evaluation (1996) show that the project is being largely successful in meeting the operative challenges formulated in the national strategy.

Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities

2011 ◽  
Vol 26 (S2) ◽  
pp. 899-899 ◽  
Author(s):  
G. Couture ◽  
M.S. Daigle
Keyword(s):  
Program Evaluation ◽  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Research Team ◽  
Group Leaders ◽  
Implementation Framework ◽  
Implementation Evaluation ◽  
Service Managers

IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

scholarly journals Planning For Evaluation In Online Learning: University Of Hawaii Case Study

2009 ◽  
Vol 6 (8) ◽  
Author(s):  
Michael P. Menchaca ◽  
Ellen S. Hoffman
Keyword(s):  
Program Evaluation ◽  
Online Learning ◽  
Evaluation Model ◽  
Careful Consideration ◽  
Online Delivery ◽  
Effective Evaluation ◽  
Evaluation Approach ◽  
Overall Evaluation ◽  
The University

With contemporary requirements for objective measurement, program evaluation is a certain necessity. Most program evaluation is designed in response to external demands for assessment. Moreover, such evaluation is typically developed only after programs already exist. However, the proliferation of online learning provides new opportunities for approaching evaluation. Specifically, many higher education institutions are currently augmenting existing campus-based programs with online learning—either by hybridizing traditional delivery or by providing parallel online options. At the University of Hawaii, while designing a parallel online delivery model for an existing campus-based program, careful consideration was given to the unique requirements for evaluation and assessment. In this way, an overall plan for evaluation was developed that incorporated multiple layers of assessment: from specific programmatic to internal university to external accreditation requirements. Commonalities among the multiple layers were considered to develop a single, overall evaluation approach. In a case study model, this paper describes eight practical steps taken to develop an overall, effective evaluation model.

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