Commentary: Begin with a Good Program Theory: The Case of the Missing Guiding Principle

SenGupta, Saumitra

doi:10.1177/109821400202300114

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Since 1994, there have been extensive developments related to stakeholder empowerment (Fetterman, 2001), responsive evaluation (Stake, 2004), collaborative and participatory evaluation (Greene, 2002;King, 1998King, , 2004Cousins and Whitmore, 1998), democratic processes (Henry and Mark, 2003), organizational learning (Torres and Preskill, 2001), cultural competence (Guzman, 2003;Thompson-Robinson, Hopson, and SenGupta, 2004), program theory (Chen, 1990;Rossi, Lipsey, and Freeman, 2004;Donaldson, 2003;SenGupta, 2002), and social justice (House and Howe, 1999), to name a few. The revision process leading to a third edition will need to develop extensive lists of potential supporting documentation and pay attention to both breadth and depth in expanding the supporting documentation and conceptual foundation of the standards.…”

Section: Revising the Program Evaluation Standards Second Editionmentioning

confidence: 97%

Background and history of the Joint Committee's Program Evaluation Standards

Yarbrough

Shulha

Caruthers

2004

New Drctns Evaluation

108

180

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Section: Revising the Program Evaluation Standards Second Editionmentioning

confidence: 97%

Background and history of the Joint Committee's Program Evaluation Standards

Yarbrough

Shulha

Caruthers

2004

New Drctns Evaluation

108

180

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show abstract

“…A logic model can also guide determination of performance measures and inform evaluation study design, data collection, and analysis testing hypotheses indicated by ifthen linkages, using data measuring the model elements that they connect (Crew and Anderson 2003). Clarity of program theory can also improve the quality and usefulness of findings if, for example, successes or failures are benchmarked against specific expectations rather than politics or stakeholder intentions (Sengupta 2002).…”

Section: About Logic Modelsmentioning

confidence: 99%

Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program

Reider¹,

Knestis²,

Malyn-Smith

2016

J Sci Educ Technol

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This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education innovations in the ITEST program, considering ongoing needs and challenges in STEM workforce education in the USA. It is grounded in conceptual frameworks developed previously by teams of ITEST constituents, for their part intended to frame STEM career education, consider how people select and prepare for STEM careers, and reinforce the important distinction between STEM content and STEM career learnings. The authors take a first step in what they hope will be an ongoing discussion and research agenda by test-fitting assumptions of the model to exploratory case studies of recent NSF ITEST projects. Brief implications for future research and other considerations are provided.Keywords NSF Á National Science Foundation Á STEM Á Workforce education Á Logic model Á ITEST Over the past decade or so, numerous reports have reflected concern among policymakers, practitioners, and researchers that the USA is falling short in producing a next generation of science, technology, engineering, and math Of particular national interest is the need for a homegrown STEM workforce development pipeline to fill strategic jobs in secure national laboratories, defense agencies, and other organizations that require US citizenship (Casey 2012). These demands are compounded by the fact that it takes more than a decade to produce a worker capable of filling a high-level scientific research and engineering position, and at least four technicians and technologists to support each working scientist. Moreover, apart from the demand for dedicated STEM professionals, it is increasingly apparent that STEM skills are vital to every sector of the modern economy. In responding to these requirements, our nation's policymakers have challenged US K-12 education systems to help young people develop the STEM capabilities necessary to fulfill these workforce needs in order to keep our future robust, our economy growing, and our nation safe. Theoretical FoundationsDuring the past 60 years, career development theorists have made substantial advances in terms of seminal research on career development, helping to shape current understandings of how people develop awareness of and interest in careers, as well as how they prepare for those careers. Developmental theorists generally concur that career development proceeds along a continuum of iterative experiences, in which individuals develop, assess, refine, and act on their career interests, knowledge, and Sci Educ Technol (2016) 25:847-858 DOI 10.1007 skills, and further, that occupational decision making is a process that addresses complex issues of social and psychological development (Crites 1969;Ginzberg 1972;Ginzberg et al. 1951; Havighurst 1953; H...

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“…PT contributes to methodological advancement, enhances the quality of evaluation, and strengthens links among evaluation, program development and implementation, and policy and decision making . The important rigor-building role of program theory has been well articulated and solid program theory has been emphasized in the evaluation literature SenGupta, 2002;Van Der Knapp, 2004;.…”

Section: Chapter 2 Description Of a Competitive Grants Program's Thementioning

confidence: 99%

Program theory of a USDA grants program for use in evaluation based on quantitative content analysis and oral history narrative analysis

Polush

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Commentary: Begin with a Good Program Theory: The Case of the Missing Guiding Principle

Cited by 3 publications

References 4 publications

Background and history of the Joint Committee's Program Evaluation Standards

Background and history of the Joint Committee's Program Evaluation Standards

Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program

Program theory of a USDA grants program for use in evaluation based on quantitative content analysis and oral history narrative analysis

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