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Validated Student, Teacher, and Principal Survey Instruments for STEM Education Programs

This paper discusses three survey instruments that can be used to measure outcomes of STEM education programs, including: student attitudes toward STEM and interest in STEM careers; teacher efficacy and beliefs for teaching STEM and use of STEM instructional practices; and principal leadership for STEM

UnfriedFaberTownsendCorn_AEA2014_STEMSurveysPaper.pdf


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Eval11 Session 428: Catalyzing the STEM Teaching and Learning: Evaluating NSFs Research and Evaluation on Education in Science and Engineering (REESE) Program

are conducting a three-year evaluation of the Research and Evaluation on Education in Science and Engineering (REESE) program in the National Science Foundation's Division of Research and Learning. Using a multi-method approach the evaluation is examining the following questions: - To what extent is the REESE program catalyzing discovery and innovation in research in STEM learning, education, and evaluation? - How effective is the REESE program in stimulating STEM fields to produce high-quality, rigorous research studies? - How effective is the REESE program in supporting the accumulation of knowledge in STEM education?

Evaluation of NSFs Research and Evaluation on Education 10-2011.pptx


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Changing Horses Mid-Stream: Lessons Learned from Evaluator Transitions

Poster 11: Changing Horses Mid-Stream: Lessons Learned from Evaluator Transitions During Two ITEST (Innovative Technology Experiences for Students & Teachers) STEM (Science, Technology, Engineering, and Mathematics) Projects It is not uncommon for programs to change evaluators partway through a grant cycle by necessity or choice. Based on our experiences as incoming and outgoing evaluators of two multi-year, out-of-school time programs funded by the National Science Foundation, we considered issues that are associated with evaluation transitions for the evaluators, program staff, and other stakeholders, and strategies that can facilitate a smooth transition for all stakeholders

Changing evaluator poster.pdf


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Eval11 Session 316: Value-Engaged, Educative Evaluation Guidebook

This presentation showcases a newly developed practical guidebook for a values-engaged, educative approach to evaluating science, technology, engineering, and mathematics (STEM) and other education programs. This evaluation approach is anchored in our dual commitments to (a) active engagement with values of diversity and equity, and (b) being educative in our work, that is, conducting evaluations that advance meaningful learning about the program being evaluated. Our guidebook foregrounds the distinctive role of the values-engaged, educative evaluator, and features step-by-step guidelines for the practice of values-engaged, educative evaluation, along with multiple illustrations of these guidelines from our varied field tests of this approach. In presenting this guidebook, we invite other education program evaluators to our roundtable to share their thoughts in an informal, interactive format that can further inform and enlighten our thinking about values engagement in evaluation practice

Values Engaged Educative Guidebook.pdf


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Eval11 Session 897: Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math M.Ed. Professional Development Program

This paper discusses the outcomes evaluation of a University’s Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University’s stakeholders stressed examining the more proximal outcomes, (i.e. knowledge gains, changes in pedagogical perceptions and implementation of new skills in the classroom) by participants, while the State-level stakeholders emphasized (and required) that student achievement measures were most important. In addition, the paper describes the experiences of the evaluation team and the changes made to the evaluation plan as a result of lower than expected program participation: changes in participants’ role in their school, reduced funding, the withdrawal of the school district’s participation in the grant and the change in the program director of the grant

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Focus Search - Professional Development Program



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Eval12 Session 963: Developing Internationally Engaged Scientists and Engineers: A Multi-faceted Evaluation to Inform Programmatic Decisions

This paper summarizes key points from Abt Associates' evaluation of the National Science Foundation's (NSF) International Postdoctoral Research Fellowship Program (IRFP). The program supports early career U.S. scientists and engineers to spend 9 to 24 months pursuing a postdoctoral fellowship in another country. The evaluation used propensity score matching to compare funded IRFP applicants to a matched comparison group of unfunded IRFP applicants

AEA Govt NSF International Fellowships_uploaded.pdf