Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings

Scott-Little, Catherine

doi:10.1016/s1098-2140(02)00234-5

Cited by 50 publications

(48 citation statements)

References 20 publications

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“…First, the ASP can modify students' classroom misconduct, reducing disruptions that affect their learning or that of their classmates. (Scott-Little et al, 2002;Durlak et al, 2010). This improved learning environment will therefore benefit both treated and nontreated children.…”

Section: Measuring the Overall Asp's Impactmentioning

confidence: 99%

Preventing Violence in the Most Violent Contexts: Behavioral and Neurophysiological Evidence

Diaz¹,

Egana-delSol

2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Section: Measuring the Overall Asp's Impactmentioning

confidence: 99%

Preventing Violence in the Most Violent Contexts: Behavioral and Neurophysiological Evidence

Diaz¹,

Egana-delSol

2019

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“…In one study of evaluations of after‐school programmes in the USA, the authors concluded that most suffered from severe reliability and validity problems. Implementation was only fully studied in a minority of studies, and where this occurred, only a very small number of evaluations used direct observation methods (Scott‐Little et al , 2002).…”

Section: Introductionmentioning

confidence: 99%

Where are we at? An empirical study of levels and methods of evaluating continuing professional development

Muijs

Lindsay

2008

British Educational Res J

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Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.

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“…Examples of evaluation designs include descriptive (e.g., case study, observational), correlational (e.g., cohort study, cross-sectional study), quasi-experimental (e.g., nonequivalent control groups design, regression discontinuity design), experimental (i.e., experiment with true randomization), and meta-analysis designs (Crano & Brewer, 2002). There has been a debate within the field of evaluation on what constitutes credible evidence (Donaldson, Christie, & Mark, 2009), with some evaluators arguing for RCTs as the "gold standard" (Petrosino, 2003;Scott-Little, Hamann, & Jurs, 2002) and others questioning the superiority of the RCT (Jacobs, 2004;McCall & Green, 2004). In particular, evaluators of youth programs have argued that RCTs may not always fit the program or the program's need for evaluation (McCall & Green, 2004).…”

Section: Evaluation Designmentioning

confidence: 99%

Developmentally appropriate evaluations: How evaluation practices differ across age of participants

Wanzer¹

2017

Preprint

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It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.

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Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings

Cited by 50 publications

References 20 publications

Preventing Violence in the Most Violent Contexts: Behavioral and Neurophysiological Evidence

Preventing Violence in the Most Violent Contexts: Behavioral and Neurophysiological Evidence

Where are we at? An empirical study of levels and methods of evaluating continuing professional development

Developmentally appropriate evaluations: How evaluation practices differ across age of participants

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