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1.
In this article it is argued that further development of the research knowledge base regarding the effectiveness of parent education programs depends on a major shift in conventional strategies of program evaluation. The prevalent evaluation method has been dominated by an interest in the outcomes of parent education programs; thus, a variety of evaluations has established that parent training programs have an immediate impact on such outcomes as child's IQ scores (see Clarke-Stewart, 1978). Little is known about why parent programs are effective, however. The typical evaluation approach is severely limited in its ability to identify factors which contribute to program effectiveness. Yet information about the processes of change in parent education programs is essential to the replication and improvement of program models.This article suggests that program evaluations should examine relations between parent characteristics and program attributes. An investigation of the goodness of fit between different program dimensions and a parent's needs and background is likely to extend our knowledge about the circumstances which lead to certain types of program outcomes. The article discusses the inadequate attention given to the complexity of the treatment variable in evaluation studies, and suggests that future evaluations consider variations in parents' experiences in a program, environmental characteristics, and child-rearing attitudes and practices. 相似文献
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Sarantsetseg Davaasambuu Jessica Cinelli Mark D’Alessandro Phillip Hamid Babette Audant 《Community College Journal of Research & Practice》2013,37(6):416-430
ABSTRACTNoncredit enrollment at community colleges has grown significantly over the past two decades. However, unlike credit bearing programs, noncredit programs are seldomly empirically examined and evaluated, particularly those that are not grant funded. The lack of data results in a gap in knowledge about program effectiveness, as well as the students who participate in noncredit programs, it is difficult to objectively discuss the effectiveness of programs and develop valid policies to support them. This paper specifically aims to: (a) map the relevant literature regarding noncredit program data collection; (b) summarize existing knowledge about data collection processes; and (c) identify existing knowledge gaps in what is known about noncredit data collection. An established five stage process for conducting a scoping review guided the process: (a) identifying the research question; (b) identifying the related body of literature; (c) study selection; (d) presenting of data; and lastly, (e) collating, summarizing, and reporting results. The majority of data collected were head counts, types of courses offered and minimal demographic information. The results also show that, despite higher enrollments and the popularity of programs, there is a lack of comprehensive information on student needs. Thus, it is crucial to develop a standardized data collection system for all noncredit programs; collect data at a student level; and provide more detailed information regarding enrollment, completion, and outcomes such as employment and wage gains, as well as qualitative factors such as student satisfaction. 相似文献
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Previous efforts to measure the effectiveness of child abuse prevention programs have relied on proximate measures presumed to be predictive of actual skills. This paper presents documentation that brings those assumptions into question, describes actual observation and measurement of behavioral change in children before and after prevention education, and correlates that behavioral response with more traditional measures of effectiveness. Unique to the evaluation was the staging of an actual situation in which each of the children had an opportunity to leave the school building with a stranger. Each simulation was videotaped and conducted in such a way that the children remained unaware of the fact that they had been tested. In addition, tests of language development, self-esteem and knowledge of prevention and safety concepts were administered before and after participating in the Children Need to Know Personal Safety Training Program [1]. Several findings have significant value for future examinations and programming. The effectiveness of a primary prevention program based on age-appropriate, experiential and interactive instruction was empirically documented. Traditional instrumentation which elicits written or verbal responses to cognitive questions about safety may be misleading in assessing children's vulnerability. Higher self-esteem before instruction and higher knowledge/attitude scores after instruction were found to be predictive of a reduction in vulnerability. While this is a significant series of findings, some children did not achieve the objectives of the prevention program. These results suggest further possibilities for evaluation and some direction for improving prevention education. 相似文献
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Eul‐Kyoo Bae 《Performance Improvement Quarterly》2002,15(2):47-60
Despite the existence of many comprehensive and user‐friendly guides to evaluate training programs, most practitioners have had difficulty assessing training effects on corporate outcomes. Research revealed that trainees, organizational, and training‐related factors might influence the effectiveness of training in terms of organizational performance. The current study examines the effects of trainee characteristics among those factors, specifically what kind of trainee characteristics could affect training effectiveness in terms of job performance in a company. In addition, telephone surveys were conducted to aid in understanding of the reasons for leaving and high turnover of company personnel. The current and terminated employees who went through training programs in the company differed when considering previous sales experience in years and type of sales experience as trainee characteristics factors, with those still employed having a statistically higher average number of years and a higher rated type of sales experience. The current employees demonstrated higher job performance. The implications of these results on the attainment of training effectiveness as well as the selection decisions in the organization are discussed. 相似文献
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Jessika Golle Ingo Zettler Norman Rose Ulrich Trautwein Marcus Hasselhorn Benjamin Nagengast 《Journal of research on educational effectiveness》2018,11(3):375-408
Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. 相似文献
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Tatiana Melguizo Gema Zamarro Tatiana Velasco Fabio J. Sanchez 《Journal of research on educational effectiveness》2017,10(2):424-448
The main objective of this study is to empirically test a number of theory-based models (i.e., fixed effects [FE], random effects [RE], and aggregated residuals [AR]) to measure the generic knowledge as well as the degree attainment rates and early labor outcomes gained by students in different programs and institutions in higher education. Our results show the importance of addressing the issue of student selection into programs and institutions in order to reduce selection bias, and they provide suggestive evidence in favor of using FE models. Our findings also confirm our hypotheses that rankings of specific college-program combinations change depending on the different educational and labor outcome measures considered. This finding emphasizes the need to use complementary indicators related to the mission of the specific postsecondary institutions that are being ranked. Given the sensitivity of the models to different model specifications, it is not clear whether they should be used to make any high-stakes decisions in higher education. They could, however, serve as part of a broader set of indicators to support programs and colleges as part of a formative evaluation. 相似文献
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Kathryn M. Fischer Wilhelmina C. Savenye Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24
This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training. 相似文献
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This article examines relations to knowledge among novice teachers educated in a research-based program in Finland and a general professional program in Norway. The curricula of the 2 programs differ in distinct ways with regard to selection and organization of knowledge. We ask whether such differences also play out in the relations to knowledge of the 2 groups of teachers. Bernstein's concepts of knowledge discourses, classification, and framing are employed to analyze in-depth interviews with 12 teachers. The analysis revealed many similarities on the surface, but a closer examination of the teachers' use of professional language revealed significant differences. The Finnish teachers used more specialized language to frame their conceptions, and their knowledge relations reflected a stronger classification and framing than those of the Norwegian teachers. We discuss how these differences may be related to their educational programs, and the possible implications for the teachers' professional identities. 相似文献
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邢星 《外语教学理论与实践》2021,174(2):126
2007年国务院学位委员会、教育部批准开设翻译硕士专业学位（MTI）,翻译学科进入快速发展期,MTI办学规模不断扩大,报考人数持续增长,人才培养质量被提上重要议程。在口译人才培养各环节中,学能测试是至关重要的第一步：科学、严谨的入学考试有助于甄选最具口译学习潜能的申请者,为人才培养质量把关。本文对MTI办学单位口译入学考试进行问卷调查研究,通过客观数据、自我评价内容的呈现以及测试内容、方式及效果的讨论与反思,旨在引起ＭＴＩ 教育者、教育管理者及研究者对口译学能测试的重视,加强口译学能测试多样化、规范化及标准化研究,提高口译人才培养质量。 相似文献
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Shekinah E. Dare Wilco W. van Dijk Eric van Dijk Lotte F. van Dillen Marcello Gallucci Olaf Simonse 《The Journal of educational research》2020,113(2):93-107
AbstractThe present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children’s knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N?=?2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils’ knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children’s knowledge and skills regarding certain financial competencies. 相似文献
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在大学的教学管理中,学生并不是简单的被动者、接受者,而是通过参与选课和评教,影响高校的课程质量。通过全国大样本的问卷调查和深入访谈发现:学生选课和评教时较多考虑教师口碑、投入、自己的收获、兴趣、就业等积极因素,但也有相当比例的学生赞同点名少、容易通过、作业简单、得分高等消极因素。学困生和没有读硕意愿的学生更多考虑消极因素,不同成绩段的学生行动策略也不同。在考虑消极因素时,学生也理性衡量了自己短期、显性的成本与收益,却可能损害长期、潜在的收益,导致非理性的后果。学生在选课与评教中的非理性行为正是引发课程"变水"的重要原因,必须完善相关制度设计,保障课程质量。 相似文献
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Martha C. Monroe Shruti Agrawal Pamela J. Jakes Linda E. Kruger Kristen C. Nelson Victoria Sturtevant 《The Journal of environmental education》2013,44(3):180-194
Environmental educators are challenged to document behavior changes, because change rarely depends solely on outcomes of education programs, but on many factors. An analysis of 15 communities in the United States that have increased their preparedness for wildfire allowed us to explore how education programs encouraged individual and community change. Agency-sponsored adult educational programs helped communities change their philosophy about firefighting, pass ordinances that restrict individual property rights, and empower residents to reduce their wildfire risk. This article explores several outcomes of these programs and offers suggested indicators of change that might be useful for education program evaluation. 相似文献
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Oliver H. Hewitt 《The Journal of environmental education》2013,44(4):8-20
Abstract Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities. 相似文献
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Policymakers have invested significant resources in financial education to improve financial literacy of the poor, reduce bad financial decision-making, and increase take-up of financial services and products. Yet, there is limited evidence on the effectiveness of such interventions, especially in developing countries. This paper provides evidence from a clustered randomized controlled trial (RCT) where a relatively light financial education program (one day of training) was offered to a large sample of women (n = 1,281) from poor households in informal community settings. The educational intervention was a significant departure from the more costly traditional classroom-style adult education interventions. It was based on simple “rules of thumb” and used a goal-oriented and action-focused approach, targeted at changing behaviors. We find evidence of modest, positive treatment effects for some outcomes including an increase in personal savings, achieved at a relatively low cost of training per participant. 相似文献
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The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level. 相似文献
17.
In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour
market position of low-qualified employees. However, prior research and official statistics show that employees with a lower
level of education tend to participate less in training than highly-educated individuals. This limited participation is associated
with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees
themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more
restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research
on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related
learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of
the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive
predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities
to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning
activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such
as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic
variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract
had the lowest intention to learn. 相似文献
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Rebecca E. W. Thomas Tara Teel Brett Bruyere Samantha Laurence 《Environmental Education Research》2019,25(2):172-192
We conducted a systematic literature review to analyze evaluations of conservation education programs on a global scale in order to better understand (1) temporal and spatial trends in conservation education program evaluations over the last 25 years, (2) patterns in the types of conservation-related issues addressed through these programs, (3) metrics that indicate effectiveness of conservation education programs, and (4) methods and timeframes used to draw conclusions about program outcomes. Findings indicated that there is a need to better connect the types of issues addressed through conservation education programs with metrics that would indicate success in addressing these issues and the actual outcomes measured and reported. As well, there is an opportunity to employ a variety of metrics and methods for evaluating program outcomes, particularly in developing countries, by focusing on cognitive and behavioral components as well as social and ecological ones. Finally, shifting to a more comprehensive strategy for evaluating multiple outcomes in different cultural contexts would provide opportunities for utilizing mixed methods and qualitative approaches in partnership with community stakeholders. 相似文献
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《Journal of research on educational effectiveness》2013,6(1):30-53
Abstract We review the value of cost-effectiveness analysis for evaluation and decision making with respect to educational programs and discuss its application to early reading interventions. We describe the conditions for a rigorous cost-effectiveness analysis and illustrate the challenges of applying the method in practice, providing examples of programs for which we have estimated costs, but find effectiveness data lacking in comparability. We provide a demonstration of how cost-effectiveness analysis can be applied to two early reading programs: the Wilson Reading System and Corrective Reading. We use existing effectiveness data from an experimental evaluation in which the programs were implemented under similar conditions and the use of common outcomes measures for both programs yielded data that are comparable. We combine these data with cost data we collected using the ingredients method to calculate cost-effectiveness ratios for the alphabetics domain. A complete picture of the relative cost-effectiveness of each program could be provided if effectiveness metrics were available for fluency, vocabulary, and comprehension. We highlight the obstacles to applying cost-effectiveness analysis more frequently and recommend strategies for improving the availability of the requisite data. 相似文献
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Mission,messages, and measures: Engaging zoo educators in environmental education program evaluation
Here we describe the development and implementation of a large-scale monitoring system to systematically evaluate various Chicago Zoological Society (CZS) education programs. Our primary goal was to engage program staff in developing a consistent measurement and evaluation strategy across and within education programs. We did this by using the CZS mission as a framework and incorporating participatory, theory-based, and utilization-focused evaluation approaches into our education programs. As we carried out the process, we learned several lessons that helped us to succeed. This process has allowed us to begin building the perspective among our staff and leaders that evaluation is an ongoing process that occurs alongside program delivery to inform cycles of reflection and improvement and measure program performance over time. 相似文献