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Mapping Adolescent Substance Abuse Issues and Treatment in Pima County, AZ: A Geographic Information System (GIS) Spatial Analysis Strategy for Community Needs Assessment
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| Presenter(s):
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| Judith Francis, Pima Prevention Partnership, jfrancis@thepartnership.us
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| Matthew Rahr, University of Arizona, rahr@ag.arizona.edu
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| Abstract:
Following a local conference in which stakeholders voiced a desire for increased knowledge of the substance treatment issues and needs of low-income adolescents, Pima Prevention Partnership Partnership(PPP) completed an assessment of adolescent service needs/assets in the county using spatial analysis and created a dynamic, interactive map tool available to stakeholders and the public online. Working with our University of Arizona partner, PPP ssembled three types of data (community characteristics, adolescent treatment services and 4,900 adolescents with substance-related crimes or treatment) and used ArcGIS to create map layers. The final product is a web-based map tool that can be used to explore access to substance abuse treatment, neighborhood characteristics, and attributes of client groups. It is available to service providers, advocates, policy-makers and the public on the PPP website, along with research newsletters discussing adolescent substance abuse issues, research outcomes and best practices.
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Using Networked Technology for Quality Evaluation
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| Presenter(s):
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| Colleen Manning, Goodman Research Group Inc, manning@grginc.com
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| Rucha Londhe, Goodman Research Group Inc, londhe@grginc.com
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| Mary Dussault, Harvard-Smithsonian Center for Astrophysics, mdussault@cfa.harvard.edu
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| Abstract:
This paper explores the contribution of technology to evaluation practice through the lens of a science museum exhibit evaluation in which a networked bar code ID card was scanned at a number of the exhibit components, providing for embedded data collection regarding visitor activity and learning. We will discuss how the networked technology was used in combination with more traditional evaluation methods, the value-added of the technology to both the exhibit and the evaluation, and lessons learned.
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Going Online With School-based Evaluations
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| Presenter(s):
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| Janet Lee, University of California, Los Angeles, janet.lee@ucla.edu
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| Nicole Gerardi, University of California, Los Angeles, gerardi_nicole@yahoo.com
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| Minerva Avila, University of California, Los Angeles, avila@gseis.ucla.edu
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| Abstract:
For many school-based evaluations, the majority of data collected is conducted through traditional paper and pencil methods. However, as the use of technology in the schools increases and as many schools and districts struggle with budget concerns, many evaluators have turned to online methods for collecting data for school-based evaluations. In this presentation, three case examples of school-based evaluations where the main vehicle for data collection was online will be discussed. Specifically, we will examine various successes, challenges, and unintended consequences encountered while transitioning from traditional data collection methods to online methods. These successes, challenges, and unintended consequences will also be discussed in light of implications for quality of data collected and thus, quality of evaluative claims that can be made. Understanding how data collected online may impact an evaluation provides important insight that can be useful for the planning of future evaluations.
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Validating Evaluations With Spatial Analysis
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| Presenter(s):
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| Kristina Mycek, State University of New York at Albany, km1042@albany.edu
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| Abstract:
The current paper presents an overview of the emerging use of spatial analysis in program evaluation. This paper will review application of spatial methodology and analyses to program evaluation, particularly in areas of education, through the use of Geographical Information Systems (GIS). Spatial methodologies have been used in various, related fields, including urban planning, criminology, sociology, mental health, and for spatial understanding of program evaluation, which has the potential to promote reform (Renger, Cimetta, Pettygrove, & Rogan, 2002). While the idea of spatial analysis isn’t new, recent technological advances have created nascent opportunities for researchers by making these once burdensome techniques cost-effective, feasible, and fast. These advances allow researchers to quickly explore large, complex data sets in order to provide valuable information to multifaceted questions. This paper will explore the uses of spatial analysis and GIS in educational evaluation and demonstrate its use with example data.
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