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Does Strategic Learning Make a Difference

This AEA 2014 handout shares key findings from our independent review of a strategic learning coaching approach designed to improve grantee effectiveness in meeting their funder's goals. The funder also participated in the strategic learning coaching as a means to inform internal adaptive practice

Does Strategic Learning Make a Difference_Cohen_2014.pdf


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Eval11 Session 457: Valuing Stakeholder Values: A Case Study Approach to Evaluating “Return to Play” Legislation in Massachusetts and Washington

This presentation will examine how values shape the participation of key stakeholders--athletes, public health practitioners, educators, and coaches--in the implementation of each state's legislation

20111027_RTP_AEA Presentation_v4 1_Final.pdf


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Exploring Effective Strategies for Facilitating Evauation Capacity Building

These handouts describe our evaluation capacity building model, the knowledge, skills, and attitudes related to ECB, as well as detailed descriptions of several capacity building approaches. #TeachingofEvaluation #2009Conference #evaluation #HowTo #capacity #Evaluation2009 ...

AEA 09 ECB Handouts - Final.doc


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Multiple Methods for Examining Outcome Data; Eval 2009 #224

Multiple Methods for Examining Outcome Data with Implementation Data: Alternatives for Determining Key Factors of Effectiveness; W. Wolfersteig, A. Valdivia, & A. Kopak; Arizona State University. Evaluation 2009, session #224. Presentation discussed different ways the authors examined test...

Eval 2009 #224 Wolfersteig.pdf


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Eval11 Session 776: Evaluation Follow-Up: Challenges and Lessons

PowerPoint slides for AEA 2011 Think Tank session on evaluation follow-up from presenters Osvaldo Feinstein, Bidjan Nashat, Mike Hendricks. Session abstract: "This Think Tank will examine key challenges and lessons for international, humanitarian and development, organizations in evaluation...

AEA Evaluation Follow-up Think Tank - 2011.ppt


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Flipchart Pages from Exploring Effective Strategies for Facilitating Evaluation Capacity Building

This document includes notes from the flipchart pages developed by attendees during this session and provides a rich list of criteria for successful use of six different strategies for building evaluation capacity. #capacity #OrganizationalLearningandEvalCapacityBuilding #HowTo ...

Flipchart Notes from Round Robin Activity 111209.doc



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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 - Student interest soared Students grasped idea of “what an engineer does” *Evaluating Mobile Science Education Programs for Youth: Best Practices & Lessons Learned Christina Olenik, MSW, PhD & Kathleen Dowell, PhD Partners in Evaluation & Planning Mobile Science Education Programs MdBio Lab Mobile science lab on tractor trailer 13 high schools; 9 jurisdictions; 841 students Visits school 1 week per year – paid instructors Expected impact: science literacy & student career interest Discover Genomics Mobile science lab on modified motor coach bus 14 middle schools; 5 jurisdictions; 1,288 students Visits school 3-5 times per year – paid instructors Expected impact: science knowledge & interest in science MdBio – visits as many classes as possible during the week – different experiments for different classes – more high schools visited during the year, but focus was evaluating certain new lab curricula DG – visits 3-5 times per year the same classes each time with different experiments Mobile Science Education Programs Georgia State Bio-Bus Mobile science hands-on presentations using modified coach bus & a van 4 high school visits; 3 middle schools; 1,178 students Visits classes as requested – graduate school fellows are the instructors Expected impact: exposure to science concepts & excitement/enthusiasm for science Biobus – most of the presentation done in the classroom Evaluation Methods MdBio Student surveys – response rate average 40% Student focus groups – 3 schools, 27 students Teacher surveys – 68 teachers Teacher interviews – 7 invited, 1 agreed Discover Genomics Student surveys – response rate average 59% Teacher surveys – 13 surveys MdBio – pre and post tests sent to teachers before lab visits – students received pre tests before lab and post tests within one week of lab experience; focus groups took place within two weeks of lab experience; teacher surveys sent with student surveys; interviews were invited only one teacher responded Discover Genomics – pre test done in Fall for all students and post tests sent one week prior to lab, completed within one week of lab experience; teacher surveys sent seperately at the end of year in June Evaluation Methods Georgia State Bio-Bus Student surveys – unsure of response rate Teacher surveys – 7 teacher surveys Fellows focus group – 7 participants MdBio – pre and post tests sent to teachers before lab visits – students received pre tests before lab and post tests within one week of lab experience; focus groups took place within two weeks of lab experience; teacher surveys sent with student surveys; interviews were invited only one teacher responded Discover Genomics – pre test done in Fall for all students and post tests sent one week prior to lab, completed within one week of lab experience; teacher surveys sent seperately at the end of year in June Findings/Best Practices MdBio Significant increases in knowledge for 3 of 5 labs Slight (but significant) increase in science interest Teachers felt curriculum was excellent, liked the instructors & equipment Students very much like having the hands-on lab experience They like getting out of the classroom They would like more detailed career information Findings/Best Practices Discover Genomics Significant increases in knowledge for all labs No increase in science interest Teachers felt the curriculum was very good or excellent, liked the labs, equipment, & staff Georgia State Bio-Bus Slight (but significant) increase in science interest Slight (but significant) increase in confidence of science abilities Teachers were satisfied with presentation & felt the program worthwhile Lessons Learned for Evaluation Student Surveys Evaluation integrated into curriculum works best Pre and post test done with each lab visit worked better All materials should be provided to teachers for returning survey packages (envelopes, postage) Teacher Data For Discover Genomics, meeting with participating teachers secures buy-in Teachers very busy – surveys are better than interviews or better done informally during focus group visits Lessons Learned for Evaluation Focus Groups Student focus groups beneficial, but not necessary every year Round robin focus groups work best with middle schooler’s – sometimes with high schooler’s too Works to have teacher in the room, but not participating Overall Challenge Programs disappointed over little impact on science interest


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Beyond the Numbers: Use of Qualitative Methods for a Contextually Sensitive Evaluation

This presentation presents an overview of a first year evaluation of a GEAR UP grant partnership. The evaluation was conducted using a mixed methods design. This presentation was part of the 2009 annual AEA conference. #Evaluation2009 #2009Conference #CollegeAccessPrograms ...

AEA_GEAR UP PPT.pdf


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Assessing the Degree of Implementation while Evaluating a State-wide Initiative

The purpose of this panel presentation is to open a dialogue regarding the trends in assessing implementation within the context of high quality evaluations of large-scale, state-wide initiatives. Contemporary trends in assessing implementation have advanced evaluation methods and practices from...

AEA Panel Presentation 11-12-09.pdf