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Involving Youth in Evaluating the Youth Engagement Initiative

Youth Participatory Evaluation: Setting the State for Youth Program Evaluation in the 21st Century Part II presentation for AEA Conference 2013

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Focus Search - In youth-led research, the adult ally is largely responsibility for promoting and ensuring the decision making influence and continued engagement of youth

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Designing summer youth program evaluations that work!

Summertime...and the evaluating is easy! In this session, participants will build skills to design evaluations in a summer learning program or camp setting. Using a camp evaluation planning template, participants will design a plan to either support evaluation capacity in a summer program with which they work or directly conduct an evaluation in a summer program. Topics will include choosing evaluation questions and methods, training and working with staff and counselors, collecting data with youth aged 6 to 16, and reporting tips

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Focus Search - Designing summer youth program evaluations that work

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Program Evaluation Tipsheet 29: Focus Groups: 4-H and Youth Development

Focus Groups: 4-H and Youth Development: Tipsheet #29, University Park, PA: Penn State Cooperative Extension. This document is part of a series of Tipsheets that contain practical evaluation illustrations based on current research and developed by Nancy Ellen Kiernan at Penn State Cooperative Extension. This document focuses on programming issues to evaluate related to youth development programs. Copyright 2001 The Pennsylvania State University #ExtensionEducationEvaluation #QualitativeMethods #HowTo #Groups #Youth #Focus

Tipsheet 29.pdf

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Eval12 Session 766: Participatory Evaluation in Global Youth Projects - Successes and Challenges in Storytelling Methodologies

Soledad Muniz of InsightShare and Kristina Pearson of Village Earth discuss their successes and challenges in implementing participatory evaluations for youth, using participatory video and variations on Most Significant Change to encourage youth to tell their own stories. Two examples—of InsightShare's participatory video monitoring project in Guatemala and Village Earth's oral storytelling evaluation in Romania and Moldova—show that evaluators do not need to compromise rigor in order to get rich qualitative data that speak to the effects of programs on youth, their attitudes and behaviors, and their communities

Participatory storytelling_MSC_video eval for youth projects.pdf

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Eval13: Session 893 - Engaging youth in assessment and planning: Case Examples from High Schools and Community Coalitions

Authentic youth voice in program assessment and planning is recognized as an effective practice that positively impacts youth, adults, and organizations. However, initiating and sustaining youth engagement in evaluation and planning is challenging for many organizations. In this session we showcase two case examples of innovative models that engage youth and adults in collaborative planning and evaluation in two very different settings: a high schools and a community coalition. We will highlight and distribute resources and tools that the school and coalition used to promote youth participation. We will discuss cross-cutting themes across the two settings to illustrate approaches that can be used by all field-based evaluators and consultants

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Focus Search - Individual Empowerment: youth or adults developing skills to exert control and improve competence, as well as developing critical awareness to effectively collaborate for the betterment of organizations and communities2 Organizational Empowerment: entities that provide, and benefit from, the opportunity for youth or adults to acquire the skills needed to gain control over their lives, provide alternatives to service provi- sion, as well as entities that develop and influence policy decisions3 Community Empowerment: efforts to improve the community, respond to threats to quality of life, and provide for citizen participation at the local, state, and national level4 Marc Zimmerman, a renowned researcher in the field of empowerment theory, articulates the necessary distinction between developing the individual and empowering youth to become change agents in society. 1 YOUTH EMPOWERMENT THE THEORY AND ITS IMPLEMENTATION Youth development is centered on de- veloping the capacity of the individual youth

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Engaging Youth in Process and Outcomes Evaluations of an Out-of-School-Time Program

In this presentation the means utilized and the results obtained from engaging youth in process and outcomes evaluations of an out-of-school-time program will be presented. In the aftermath of Hurricanes Katrina and Rita, an out-of-school-time, collaborative program, known as "Houston's Kids" (or HK), was developed and implemented with the intention of addressing the needs of displaced and other at-risk youth in a single community. As part of HK, youth participants in HK were engaged both in participatory and empowerment evaluations designed to assess the program's implementation and outcomes, which included changes in developmental assets( and academic performance among the approximately 300 program enrollees

Engaging Youth in Process and Outcomes Evaluations.pptx

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Evaluating Science Education Programs for Youth: Best Practices and Lessons Learned

These are panel presentations made during Evaluation 2009 for the session listed above. #Evaluation2009 #K-12 #education #2009Conference #Prek-12EducationalEvaluation #Youth #Science

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Focus Search - Challenges in Evaluating a Middle School STEM Program Emphasizing Engineering and Technology Janet K

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Eval10 Session 262: Analytic and Measurement Approaches in Substance Abuse and Mental Health: Evaluating post-intervention effects by comparing alternative structural equation modeling

A decision-tree (DT) comparison approach is proposed for structural equation models (SEM) which evaluate preventive intervention effects according to model fit to the data and statistical power to detect the outcome effects. DT for SEM rank-orders competing models and illustrates potential different outcome evaluation conclusions. The method is exemplified with the Youth Action Research for Prevention (YARP) project, a risk prevention youth development program for low-income inner city youth (average age 15.3 years) in Hartford, Connecticut. Eight well-fitting models had enough statistical power and demonstrated positive intervention effects on internal locus of control (ILC) in the intervention YARP youth group, while six alternative well-fitting models with insufficient power showed no effects


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AEA 2014: 1024--Puzzles, problems and messes

Session: Puzzles, problems and messes: insights and reflections on generating evidence based principles from developmental and adaptive evaluation practice in innovative and complex settings Presentation: Listening to stories of struggle and hope: Generating evidenced-based guiding principles for helping youth overcome homelessness Abstract: Youth who are homeless have little control over what happens to them. They are in the midst of their own individual journeys: past trauma, present struggles, and hopes for the future. How do providers meet the diverse needs of these youth on their journey out of homelessness? This presentation focuses on the developmental evaluation in which six organizations collaborated to address youth homelessness in a major urban center

Murphy--AEA 2014--Puzzles and Principles.pdf