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This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention.
Concentrates on the steps vital to program evaluation, including systematically identifying stakeholder needs, selecting evaluation options best suited to particular needs, and turning decisions into action.
Introducing students to the real world of evaluation and focusing on issues that arise in professional practice, this book shows readers how to systematically identify stakeholders' needs in order to select the evaluation options best suited to meet those needs.
This report presents results from a multisite, quantitative evaluation of the international Spirituality for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention.
Chemistry plays a critical role in daily life, impacting areas such as medicine and health, consumer products, energy production, the ecosystem, and many other areas. Communicating about chemistry in informal environments has the potential to raise public interest and understanding of chemistry around the world. However, the chemistry community lacks a cohesive, evidence-based guide for designing effective communication activities. This report is organized into two sections. Part A: The Evidence Base for Enhanced Communication summarizes evidence from communications, informal learning, and chemistry education on effective practices to communicate with and engage publics outside of the classroom; presents a framework for the design of chemistry communication activities; and identifies key areas for future research. Part B: Communicating Chemistry: A Framework for Sharing Science is a practical guide intended for any chemists to use in the design, implementation, and evaluation of their public communication efforts.
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Describes the CATE method for integrating outcome-based planning and evaluation into library programs and services for young patrons, and looks at how it worked at the St. Louis Public Library.
First published in 1994, this text is designed to be used by graduate-level social work students in courses on evaluation and program design. Over the course of 20 years and 6 editions, the goals of the book have remained the same: to prepare students to participate in evaluative activities within their organizations; to prepare students to become critical producers and consumers of professional evaluative literature; and to prepare students for more advanced evaluation courses and texts. Grinnell, Gabor, and Unrau aim to meet these objectives by presenting a unique approach that is realistic, practical, applied, and user-friendly. While a majority of textbooks focus on program-level evaluation, some recent books present case-level evaluation methods but rely on inferentially powerful -- but difficult-to-implement -- experimental baseline designs. This text assumes that neither of these approaches adequately reflects the realities of the field or the needs of students and beginning practitioners. Instead, Program Evaluation for Social Workers offers a blend of the two that demonstrates how they can complement one another. The integration of case-level and program-level approaches provides an accessible, adaptable, and realistic framework for students to more easily grasp and implement in the real-world.
Now in its sixth edition, this popular student-friendly introduction to program evaluation provides social workers with a sound conceptual understanding of how to use basic evaluation techniques in the evaluation of their cases (case-level) and programs (program-level). Eminently approachable, straightforward, and practical, this edition includes the fundamental tools that are needed in order for social workers to fully appreciate and understand how case- and program-level evaluations will help them to increase their effectiveness as contemporary data-driven practitioners.