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Eval11 Session 569: Through Their Eyes: An Evaluation of a School Based Mental Health Program

This evaluation employed a Responsive Evaluation (Stake, 2004) approach in order to determine the programs outcomes, as well as the perceived values of the stakeholder (i.e. students, parents, and staff) most intimately involved with a school based mental health (SBMH) program. The results of the evaluation not only provided insights into the programs outcomes and value, but also helped to define the processes by which the program achieved these outcomes. Additionally, the evaluation allowed for the construction of a logic model that represented the stakeholder's perceptions of how the program operated to address the needs of stakeholders, and matched with a humanistic theory of the program. This evaluation approach differed from the more traditional experimental approaches used in science to service studies of SBMH research and evaluation. By using a case study method, stakeholders' views of the program became the foundation for determining the program's impact and value

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Focus Search - Through Their Eyes: An Evaluation of a School Based Mental Health Program Dr


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Eval12 Session 759: Collecting Data Sensitively: Recruiting and Interviewing Family Members of Hospice Patients

Sensitivity is required when interviewing family members of hospice patients who have died. MassHealth, the Massachusetts Medicaid program, commissioned the University of Massachusetts Medical School (UMass) to assess family satisfaction with its hospice benefit. The study effectively identified and recruited family members of hospice decedents. In order to respect their privacy and be sensitive to the emotional nature of the topic, phone interviews were used for data collection. Over a six-week period, UMass evaluators twice mailed recruitment materials and conducted individual interviews

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Focus Search - MassHealth, the Massachusetts Medicaid program, commissioned the University of Massachusetts Medical School (UMass) to assess family satisfaction with its hospice benefit


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Roundtable Presentation-Responsive Indigenous Evaluation: A Cultural & Contextual Framework to Use in Indian Country

Participants will: 1) Learn about culturally responsive indigenous evaluation (CRIE) and the major theories, research, and policies informing it 2) Become aware of the multiple contexts of CRIE 3) Learn about CRIE skills and competencies 4) Discuss practical applications of CRIE using case study examples 5) Reflect about professional experiences with/similar to CRIE 6) Deliberate about the strengths, gaps, and capacities of CRIE 7) Communicate professional needs and resources sought for strengthening their CRIE practices 8) Obtain new reference materials and professional networks to support future CRIE efforts #AEA2014Conference #eval14 #RoundtablePresentationDocuments #NickyBowman #CaroleeDodgeFrancis #ResponsiveIndigenousEvaluationACulturalContextualFrameworktoUseinIndianCountry #2014Conference

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Focus Search - The recent establishment of the Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana- Champaign in 2011, with its sibling CREA-Dublin (School of Education Studies, Dublin City University, Dublin Ireland), represents an important benchmark in our evo- lution as a community since the first IAP volume on CRE


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Eval13: Birds of a Feather - Table 31 - Can We Really Evaluate 21st Century Skills in Youth Programs?

Increasingly so, the success of today's students entering higher education and workforce is largely dependent upon acquisition of 21st Century skills

Bird of a Feather Flock Together notes.doc


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Eval11 Session 301: Identifying Articulating and Incorporating Values in a Program Theory: Using Workshops, Interviews and Other Techniques

This session shows how workshops and interviews can be used alongside other techniques to develop a program theory that incorporates a range of value perspectives. It will discuss the circumstances under which particular types of workshops and interviews are most useful and will show how to apply them, using examples. Included are several workshop and interview approaches that can be used to develop an outcomes chain as a key component of a program’s theory of change

AEA 2011 final.pptx


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Eval13 Session 62: Choosing the Right Database Software

Does it need to be web-based? What level of security is required?

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Focus Search - All of which leads to having to make some software decisions. 24 Second, because the programs we work with also need this kind of relational database software, evaluators often end up playing a key role as an interpreter or bridge between software developers and program staff


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442 The Role of Evaluators in Infusing Evaluative Thinking to Facilitate Evaluation Use in the Public Sector for the Betterment of Society

Realization of vision-and-values-driven social innovation (Patton, 2010) typifies the ideal of the public sector - the democratic governments of today. Public sector work in the 21st Century means adaptation and innovation as the norm in providing services to the changing realities of our complex ecology. Evaluators involved in public sector evaluations will share experiences and insights about how governments value, use, do and manage evaluation - including infusing evaluative thinking to facilitate evaluation use through evaluation capacity building of both individuals and the system by engaging stakeholders. We focus on the example of Ontario's education sector where Developmental Evaluation is positioned as an executive leadership responsibility focused on decision-oriented use (Patton 2012) fundamental to professional capacity building. Leaders' valuing of evaluation and modelling evaluative thinking is essential to building the sector's capacity in using evidence to inform decisions and implementation for student achievement and engagement

AEA 2013 Oct 18 Panel Session 442 The role of evaluators in infusing evaluative thinking .pdf