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A Mixed Methods Approach to Evaluate a School Assembly Designed to Reduce Bullying among Elementary School Students
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| Presenter(s):
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| Michele Mouttapa, California State University, Fullerton, mmouttapa@fullerton.edu
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| Leslie Grier, California State University, Fullerton, lgrier@fullerton.edu
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| Abstract:
Bullying at elementary schools may be more effectively prevented and/or reduced by school-wide interventions. The purpose of this study was to evaluate 'Bully for You,' a 50-minute show with actors and music, designed to prevent bullying, increase anger management, and promote tolerance towards others. Fourth and fifth grade students attending two elementary schools in Southern California watched the 'Bully for You' performance at their school. The next day, participants completed a self-report survey that assessed their demographic characteristics, opinions about and recall of program components, their experiences with bullying, victimization, and peer relations. A subgroup of the students (n=81) also participated in a classroom discussion about their thoughts regarding bullying and of the show. Follow-up surveys were conducted two months after the initial survey. This presentation will highlight findings from this study and suggest implications for future implementation.
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Discussing the Set of Values and the Importance of the Mixed Methods Evaluation of the Mathematics Multicourse Continuing Education Program
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| Presenter(s):
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| Eliane Birman, Roberto Marinho Foundation, eliane.birman@frm.org.br
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| Abstract:
The purpose of this paper is to demonstrate the evaluation of the Mathematics Multicourse Continuing Education Program, as well as discuss the set of values (regarding the indicators, means of verification, etc), when designing the evaluation project and the importance of the evaluation itself to society and of improving the very educational program.
The ultimate goal of the Mathematics Multicourse Continuing Education Program, which was launched in 2008 in a partnership between the Department of Education of the state of Espírito Santo and Roberto Marinho Foundation, is to train teachers and managers from public high schools in order to improve the Mathematics learning-teaching process.
The evaluation of this program focused on identifying its contributions to the cognitive performance in Mathematics of the students from public high schools, and to the employment of new educational practices by the teachers.
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A Case Study of a Mixed Methods Program Evaluation Engaged in Integrated Data Analysis
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| Presenter(s):
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| Daniela Schiazza, Loyola University, Chicago, dschiaz@luc.edu
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| Leanne Kallemeyn, Loyola University, Chicago, lkallemeyn@luc.edu
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| Ann Marie Ryan, Loyola University Chicago, aryan3@luc.edu
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| Abstract:
This paper presents findings from a case study of a mixed methods program evaluation that engaged in integrated data analysis. The sample for this case study is a program evaluation of the U.S. Department of Education Teaching American History grant, the American Dreams Project. This paper will discuss: (1) how different study components (e.g., mixed methods purposes, research questions, design, etc.) influenced integrated data analysis, (2) why specific integrated data analysis techniques produced or did not produce useful results, and (3) how the values, and by extension the mental models, of evaluation team members shaped the development of the evaluation and its integrated analysis.
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Methods and Findings from a Comprehensive Mixed-Method Evaluation of Communities In Schools
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| Presenter(s):
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| Allan Porowski, ICF International, aporowski@icfi.com
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| Heather Clawson, ICF International, hclawson@icfi.com
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| Abstract:
The Communities In Schools National Evaluation is a multi-level, multi-method study that was designed to identify the most successful strategies for preventing students from dropping out of school. The five-year study includes secondary data analyses, a quasi-experimental study, eight case studies, a 'natural variation' study, an external comparison study, and three randomized controlled trials. At the conclusion of the five-year evaluation, all of the findings were compiled so that the overall impact of the CIS model of integrated student services can be analyzed and replicated. In this presentation, we present both methods and findings from the comprehensive five-year evaluation, and demonstrate how a multiple components from comprehensive evaluation design can be brought together to inform both policy and practice.
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An evaluation of the Black Male Leadership Development Institute (BMLDI): An Open Systems Approach
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| Presenter(s):
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| Victoria Hill, Numeritics, tori.hill@numeritics.com
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| Tayo Fabusuyi, Numeritics, tayo.fabusuyi@numeritics.com
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| Abstract:
We present an evaluation framework for a year-long program designed to expose African American males in grades 9-12 in the greater Pittsburgh, PA area to leadership and mentoring opportunities. The Black Male Leadership Development Institute (BMLDI) provides a supportive learning environment and offers a challenging curriculum with a view towards positively impacting participants' values and perspectives. While evaluation frameworks for leadership development programs exist, few if any have been applied to minority youth leadership development programs. Our evaluation employs a modified form of the EvaluLEAD framework developed by Grove et al (2005), and is informed by the program goals and the manner in which program events are sequenced. This approach allows us to probe appreciably beyond focusing solely on aspects of program outputs to a more comprehensive framework that takes into consideration the broader influences that often affect program outcomes of this nature.
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