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Capturing Realities of an After School Program Through the Use of Photovoice
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| Presenter(s):
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| Ann G Bessell, University of Miami, agbessell@miami.edu
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| Valentina Kloosterman, University of Miami, vkloosterman@miami.edu
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| Sylvia Gutierrez, University of Miami, sgutierrez@miami.edu
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| Shanika Watson, University of Miami, s.watson@miami.edu
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| Abstract:
This session focuses on the use of Photovoice, an innovative process in which cameras are handed over to participants to document personal experiences. As part of a mixed method evaluation of an after school program, we implemented Photovoice. This session describes the step-by-step process of implementing Photovoice and presents findings of its implementation with 5th grade elementary students participating in an after school program in two elementary public schools. Findings suggest that Photovoice facilitated participants' articulation of thoughts and emotions by speaking through photographs, encouraged self-reflection on the act of recording and selecting photographs, and promoted critical knowledge and dialogue between group members through a discussion of selected photographs representing their after school program. In our study, all responses were audio-taped, transcribed, and thematically coded. In addition, the possibility of uses of this innovative tool for evaluation and research will be discussed with the audience.
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Utilizing Arts-Based Practices in the Field of Evaluation: A Convergence of Ideas in Five Acts
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| Presenter(s):
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| Michelle Searle, Queen's University, michellesearle@yahoo.com
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| Abstract:
Arts-based research provides an extension to the qualitative paradigm already operating within the field of evaluation. It provides a way to extend traditional qualitative and hybrid forms of data collection, analysis, and representation (Knowles & Cole, 2008). Leavy (2009) identifies similarities between artists and researchers: 'holistic, dynamic, involving reflection, description, problem formation and solving, the ambiguity to identify and explain intuition and creativity in the research process' (p. 10). This explanation could easily encompass the work of evaluators. Barone (2001) provides such an example by inviting readers interested in arts-based inquiry to 'opt for an epistemology of ambiguity that seeks out and celebrates meanings that are partial, tentative, incomplete, sometimes even contradictory, and originating from multiple perspectives' (p. 152-153). This paper illustrates that evaluation, research, and arts-based practices share overlapping processes and goals; including the need for creativity, innovation, flexibility, responsiveness, and a willingness to work with/for, as well as create with/for diverse audiences.
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Using Photovoice Methodology in a Participatory Evaluation of Home Visitation Programs
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| Presenter(s):
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| Britteny Howell, Cincinnati Children's Hospital Medical Center, britteny.howell@cchmc.org
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| Lisa Vaughn, Cincinnati Children's Hospital Medical Center, lisa.vaughn@cchmc.org
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| Janet Forbes, Cincinnati Children's Hospital Medical Center, janet.forbes@cchmc.org
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| Abstract:
The purpose of this study was to conduct a pilot participatory evaluation of Every Child Succeeds (ECS), a well-established home visitation program in Cincinnati and Northern Kentucky, using Photovoice methodology. The current evaluation and research of ECS offers quantitative data and information that is useful in identifying outcomes relative to the success of ECS programming. However, it has become evident that there are barriers to families optimally benefiting from the service as provided. Through an in-depth, qualitative, and participatory action evaluation of the mothers' lived experience with ECS using Photovoice, we can inform engagement and retention within such programs and thereby inform and enhance educational and social services programming. Qualitative data gathered with Photovoice can be used in conjunction with the formal program evaluation to better illustrate the impact of the program on the community and on the participants.
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