| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes. |
| Roundtable Rotation I:
Fostering Learning for All Stakeholders: Lessons From an Evaluation of the Historical Literacy Project |
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Roundtable Presentation 388 to be held in Jefferson Room on Thursday, November 8, 1:55 PM to 3:25 PM
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| Presenter(s):
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| Heidi Sweetman,
University of Delaware,
heidims@udel.edu
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| Ximena Uribe,
University of Delaware,
ximena@udel.edu
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| Abstract:
Evaluation provides the unique opportunity for all stakeholders, not simply the evaluators, to become a part of the learning process that is research. Using the ongoing evaluation of the Historical Literacy Project as real-world grounding for the discussion, this roundtable session will focus on how the timing and way in which the evaluation team is involved in program development can greatly increase the learning all stakeholders take away from the evaluation process. Experiences from the evaluation of the Historical Literacy Project indicate that involving evaluators early in program development in a manner that fosters collaboration between program developers and evaluators across all aspects of program development can lead to maximized learning for all stakeholders involved.
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| Roundtable Rotation II:
Cozy Up and Read With Us at the Book Café: An Evaluation of a Middle School Mentor/Mentee Literacy Program |
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Roundtable Presentation 388 to be held in Jefferson Room on Thursday, November 8, 1:55 PM to 3:25 PM
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| Presenter(s):
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| Connie Walker-Egea,
Western Michigan University,
cwalkerpr@yahoo.com
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| Nakia James,
Western Michigan University,
nakiasjames@sbcglobal.net
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| Abstract:
With literacy being an issue that continues to plague our students, the Book Café Mentor/Mentee program evaluation, emphasizes the need for programs that foster a community of readers. This formative evaluation was conducted to examine the impact of positive peer interaction improving the critical reading skills of sixth grade remedial reading students. Though the initial focus of the pilot program was to improve language arts class performance, this evaluation has been designed to guide the decision-making process for the determination of future program expansion into additional core content classes. For this reason, with the collaboration of the school staff and other stakeholders we looked at the objectives established for the program to determine if they have been effectively achieved. Upon the development of our evaluation questions, we utilized a cross-sectional survey design in gaining pertinent information from both the student participants and the teachers directly involved with these students.
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