Development of an Outcomes Based Program Evaluation Protocol for a School-based Youth Mentoring Program in Hoffman Estates, Illinois PDF Download
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Author: Megan Hammer
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 212
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Book Description
Youth mentoring programs have been frequently aimed at the needs of at-risk populations over the past few decades. These programs, such as Big Brothers/Big Sisters have been supported, through research, as offering alternative experiences that are associated with positive academic, social and psychological outcomes. As these programs have increased in size and scope, it has been essential to appropriately assess them to see whether or not they are effective in assisting at-risk youth.
Author: Megan Hammer
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 212
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Book Description
Youth mentoring programs have been frequently aimed at the needs of at-risk populations over the past few decades. These programs, such as Big Brothers/Big Sisters have been supported, through research, as offering alternative experiences that are associated with positive academic, social and psychological outcomes. As these programs have increased in size and scope, it has been essential to appropriately assess them to see whether or not they are effective in assisting at-risk youth.
Author: Curtis Keith Castro
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 232
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Book Description
Author: Hedley G. Dimock
Publisher: Captus Press
ISBN: 1553220838
Category : Evaluation research (Social action programs)
Languages : en
Pages : 86
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Book Description
Author: Douglas Freeman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Julie Q. Morrison
Publisher: Oxford University Press
ISBN: 0190609109
Category : Education
Languages : en
Pages : 216
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Book Description
"This book provides a practical guide for school-based professionals, enhancing and extending their knowledge and skills in assessment and the use of evidence-based interventions for academic and social/behavioral concerns"--
Author: Marc E. Wheeler
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 26
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Book Description
"Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates, Communities In Schools of San Antonio, Texas, and grantees of the U.S. Department of Education's Student Mentoring Program. Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies."--Author abstract, edited.
Author: Mary Ellen Dicataldo
Publisher:
ISBN: 9780542874574
Category : Mentoring in education
Languages : en
Pages : 486
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Book Description
A multidisciplinary team was formulated to conduct a formative evaluation of Project Success, school-based mentoring program that was implemented during the ten month school year in a suburban New Jersey middle school. Through the mentoring program, trained school-based adult mentors were matched with non-special education seventh grade students determined to be at risk for school failure or social problems, according to program eligibility criteria. Mentors were expected to meet with the students a minimum of 30 minutes per week, document the sessions, and participate in continuous training along with other program requirements. The formative program evaluation of Project Success was conducted by the Project Success Evaluation Team (PSET), a multidisciplinary team comprised of various school-based, community-based and program stakeholders. PSET members participated in a series of team meetings geared toward developing program evaluation goals, identifying evaluation questions, selecting data collection methods, gathering and reviewing data, making recommendations, and evaluating the program evaluation process. Program evaluation questions were posed in order to determine the reasons mentors and mentees chase to participate in the program, the extent to which the program was implemented according to its design; the perceived barriers to implementation according to stakeholders, the extent to which primary and secondary goals were attained, and the manner in which stakeholders believed the program added value to the target population. Program evaluation results were considered with respect to implications for the role of the school psychologist, utilization of evaluation information, the potential value of teams for use in program evaluation, the nature and scope of the program evaluation process, and other relevant school contextual factors. In addition, results were reviewed with respect to theory-based best practices cited in the mentoring literature. Recommendations for improving Project Success, increasing the effectiveness of the PSET, and for applying the team approach to the evaluation of other school-based programs were offered. The dissertation illustrates an expanded role for the school psychologist and contains practical guidelines for incorporating the team approach to program evaluation in schools as a standard practice in public school education.
Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct the study. This three and a half year evaluation is designed to describe the grant-funded programs and to estimate their impact on a range of student outcomes. Findings reveal that school-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. [For the full report, "Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047," see ED504310.].
Author: Richard M. Grinnell
Publisher: Oxford University Press
ISBN: 0190064765
Category : Social Science
Languages : en
Pages : 464
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Book Description
Over the course of 20 years and eight editions, the goals of the book have remained the same: to prepare students to participate in evaluative activities within their organizations, become beginning critical producers and consumers of the professional evaluative literature, and reap the benefits of more advanced evaluation courses and texts. The authors aim to meet these objectives by presenting a unique approach that is realistic, practical, applied, and user friendly. Unlike other textbooks on the market, Program Evaluation for Social Workers presents both program-level evaluation and case-level evaluation methods; assuming that neither of these two distinct approaches alone adequately reflects the realities of the field, the book demonstrates how they can instead complement each other. This integration of approaches provides an accessible, adaptable, and realistic framework for students and beginning practitioners to more easily grasp and implement in the real world.
Author: Julia Katherine Gaspar
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Book Description
