Eval 2016 Session: Human Service personnel are often focused on the necessity of attending to funder and regulatory requirements and the immediate need of serving their clients. These daily rigors allow little time for reflection or staying cognizant of the relevant academic literature and research practices. This session will describe the unique opportunity for non-profit social service agencies to leverage relationships with public and private research entities to infuse research into their practice and also of equal benefit how agencies are able to use their practice to guide research
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Rethinking Evaluation’s Response to Evidence-Based Programs and the Research-Practice Gap. There is a continued need to find mechanisms that enable a better connection between knowledge generation and application. The “golden spike” approach (Urban & Trochim, AJE 2009) is a method that builds on theory-driven evaluation and logic modeling to help link program theory and evaluation measures to a research-derived evidence base
Eval12Session 742 - Applying the Golden Spike to the Research-Practice Gap.pdf
A field experiment was conducted to test the effectiveness of norm-based persuasive messages in the context of evaluation research. Participants in an interdisciplinary conference were invited to complete two successive post-conference surveys and randomly assigned to one of two groups at each time point
AEA 2010-Synopsis and List of Resources-2.docx
Rethinking Evaluation’s Response to Evidence-Based Programs and the Research-Practice Gap. The evidence-based program (EBP) and translational research (TR) movements are intended to “bridge the research-practice gap” and focus resources on doing “what works” in the “era of accountability.” Both of these movements contain, and rely on, a number of often unspoken assumptions about the nature of evidence, knowledge, and social action, putting the hierarchical division between “scientific” and “everyday” ways of knowing into sharp relief. Contrary to many dominant accounts, the work people do with EBPs and TR is not politically neutral, unbiased work focused on instrumental, technical problems; rather, it is implicated in contemporary (and contentious) transformations of social programs and social life. This paper problematizes the epistemological, ontological, and praxeological assumptions of EBPs and TR, rethinks the “research-practice gap,” and synthesizes salient theoretical perspectives on these questions in an attempt to promote more equitable and effective responses to the problems which EBPs and TR are purported to solve
AEA2012_Archibald_Mind the Gap.pdf
Session Description: In an environment of increasing social participation and transparency, communities of practice are one means to unite a variety of partners to address common issues, share resources, and learn new information. When asked to design an evaluation of this type of complex social initiative, evaluators increasingly turn to system level evaluation. One means to frame a system level evaluation is the use of social and behavioral science theory. Both implicit and explicit use of theory will be covered, including theory of change as an explicit approach that links activities, outcomes, and contexts in a way that maximizes the attribution of interventions to outcomes. This workshop will use lecture, exercises and discussion to improve attendees’ ability to understand the application of a systems level evaluation to communities of practice as well as how to design evaluations of such complex social initiatives
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In an era of rising accountability, retention rates of graduate programs have come under scrutiny and student affairs professionals are being asked to help graduate students at increasing rates. In particular, Graduate Higher Education has done little to assess and understand graduate students' needs and experiences beyond the classroom. We conducted a formative needs assessment using multiple data collection tools and methods to better understand our graduate students, their needs and experiences at a public Carnegie classified Doctoral/Research University in the Rocky Mountain Region and to inform the development of a program we have created called Graduate Student Professional Development
AEAPresentation_Rizzolo&DeForest_FINAL.ppt
The purpose of the study was to better understand best-practice repositories for behavioral health, in order to highlight issues that may improve their future operation, and also to better understand the paradigms of evidence currently used for certifying best-practices
AEA 2015 PowerPoint Combined Final.pdf
Typically, "stories" that emerge from evaluation results follow instrumental logic that enhances the process of task-oriented work groups designed to produce deliverable outcomes
AEA2014v2.pptx
The focus of this AEA 2011 think tank is on re-conceptualizing the current approach to evaluating the implementation of “evidence-based practices” (EBPs). In most cases, implementation evaluations focus on the extent to which EBPs are implemented with fidelity to their original models
Beyond Fidelity II.pdf
This presentation touches on matters to address in evaluation design and program delivery intended to be culturally responsive
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