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Guidelines for Conducting a High-Quality Mixed Methods Dissertation
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| Presenter(s):
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| Rebecca Glover-Kudon, University of Georgia, gloverku@uga.edu
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| Abstract:
Mixed-methods research has emerged as a distinct methodology. As a result, graduate students in the evaluation field are increasingly interested in learning how to combine quantitative and qualitative methods in a single study. Because faculty mentors have typically specialized in either quantitative or qualitative methods, they may lack experience in conducting mixed-methods research and feel reluctant to guide students’ mixed-methods endeavors. This paper summarizes the literature on how to conduct and produce high-quality mixed-methods research and suggests criteria for assessment. Specifically, the paper details core elements of mixed-methods research proposals including study design and procedures, explicit rationale for data mixing, and standard notation for data prioritization, sequencing, and integration. Features and challenges of various designs are also discussed. The intended audience for this paper and presentation are graduate students contemplating or conducting mixed-methods studies and faculty members who advise them.
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Assessing the Needs of Students in an Evaluation: Statistics and Measurement Doctoral Program- Results and Lessons Learned
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| Presenter(s):
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| Susanne Kaesbauer, University of Tennessee, Knoxville, skaesbau@utk.edu
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| Thelma Woodard, University of Tennessee, Knoxville, twoodar2@utk.edu
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| Abstract:
A needs assessment was developed to assess the perceptions and needs of current and former students in a Ph.D. program in Evaluation, Statistics and Measurement. The goal of the needs assessment is to inform faculty of current and former student’s perceptions of their experiences, as well as the strengths, weaknesses and opportunities for strengthening the program. This presentation will describe the aggregated results of the data collected using the needs assessment. In addition, lessons learned from the development of the needs assessment and the data collection process will be discussed.
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Evaluation Quality: A Model for Reflecting on Evaluation for Evaluation Students
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| Presenter(s):
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| Thelma Woodard, University of Tennessee, Knoxville, twoodar2@utk.edu
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| Andrea Souflee, United Way of Dallas, asouflee@unitedwaydallas.org
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| Abstract:
This reflective practice model provides a framework for evaluation students to reflect on the quality of their evaluation skills and development. Developers of professional evaluator programs express the importance of developing a reflective practice. Proponents of evaluator competencies suggest reflecting on individual strengths and weaknesses benefit evaluator development (Stevahn, King, Ghere, & Minnema, 2006). Developing a reflective practice can be a challenge because defining reflective practice is a challenge. There are many abstract and complex descriptions of reflection. Moreover, there have been many conflicting reflective practice definitions that have been offered in the literature over several decades. While reflection is acknowledged as an important part of professional development, if reflective practice instruction is lacking, students have to determine how to reflect on their own. This presentation will detail a model that evaluation students may use to develop a professional practice.
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