Evaluation of a Local Improvement-Oriented Project for Citizenship Education

Hepburn, Mary A.; Napier, John D.

doi:10.1080/00220671.1984.10885517

Cited by 3 publications

(6 citation statements)

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“…The reliability estimates were .9i for the pretest scores and .92 for the posttest. In general these values were similar to those found in the validation study (Hepburn & Napier, 1984).…”

Section: Methodssupporting

confidence: 89%

“…In the original validation study (Napier & Hepburn, 1984), five schools were selected as project schools on the basis of their representation of the community settings, racial makeup, occupational types, and type of housing found in the school system population. Each project school was matched with a similar school for control classes.…”

Section: Methodsmentioning

confidence: 99%

“…The secondary component of the project (grades. 8-12) was validated in 1980, and the eIementary component in 1981 (Hepburn & Napier , 1984),…”

Section: Source: Margolis (1 98 1)mentioning

confidence: 99%

“…The term effect size for the indirect cornparison approach referred to the magnitude of change from pretest to posttest. It was stipulated that to be considered a succasful adoption the effect size from the adopter site must be equal to or greater than the effect size found in the validation study for the project group, For the Citizenship Knowledge Test, the effect size therefore must be 39% (Hepburn & Napier, 1984). For the Opinionnaire on Political Institutions and Participation, the effect size must be 13% (Hepburn & Napier, 1984)).…”

Section: Indirect Comparison For Totally Infused Adoptionmentioning

confidence: 99%

“…It was stipulated that to be considered a succasful adoption the effect size from the adopter site must be equal to or greater than the effect size found in the validation study for the project group, For the Citizenship Knowledge Test, the effect size therefore must be 39% (Hepburn & Napier, 1984). For the Opinionnaire on Political Institutions and Participation, the effect size must be 13% (Hepburn & Napier, 1984)). Therefore, the major difference between the direct and indirect comparison approaches was in the criteria used to evduaa effectiveness/success in changing student performance.…”

Section: Indirect Comparison For Totally Infused Adoptionmentioning

confidence: 99%

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Evaluation of a Second Generation Dissemination of a Local Improvement Project: Implications for Theory and Procedures

Napier

Grant

1986

Theory & Research in Social Education

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The article reports three second generation dissemination evaluation studies of the stxondary component of n locally developed improvement projmt. The evaluatiom focused on whether a change model validated in the originating schoo1 system could be successfully disseminated. Results indicate su~~e~sful adoption was possible when adopting school systems pa f terned their implementation of the change mudel after the originating school system impIemntation. The results also helped cludy what c a w s both cognitive and ciffective changes in students, Fahaily, the study exemplifim methods of conducting second generation eva6uations and dk~lxses ways to improve the modefs wed.The Improving Citizenship Education Project (ICE) was a Iocally developed project initially funded under an Elementary and Secondary Education Act Title IV-C grant. ' The ICE project involved a new approach to curriculum change (Hepburn, 1980). The important aspect of this curriculum change model was to coordinate five support areas which would aid teacher in designing a curriculum that included political, content in all social studies courses 1-12. The five support areas were: (1) delineation of curriculum goals and objectives; '(2) staff development to enhance teaching skills deemed necessary for citizenship education; (3) identification or development of needed curricdum materials; (4) identification of and access to useful community resources (3.e., resource persons, field trips, etc.); and (5) administrative support. It was theorized that, if these five support components were made available to teachers, their dassroom activities and content would be aItered, and in turn, the citizenship knowledge and attitudes of students would be increased. The meaning of citimsMp knowledge and attitudes in the project is illustrated in the specific objectives of the project listed in Table 1. Downloaded by [University of Kentucky Libraries] at 16:36

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“…The reliability estimates were .9i for the pretest scores and .92 for the posttest. In general these values were similar to those found in the validation study (Hepburn & Napier, 1984).…”

Section: Methodssupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

“…The secondary component of the project (grades. 8-12) was validated in 1980, and the eIementary component in 1981 (Hepburn & Napier , 1984),…”

Section: Source: Margolis (1 98 1)mentioning

confidence: 99%

Section: Indirect Comparison For Totally Infused Adoptionmentioning

confidence: 99%

Section: Indirect Comparison For Totally Infused Adoptionmentioning

confidence: 99%

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