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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Ada Ocampo and Marco Segone describe the ways electronic networks are being put to use in Latin America and the Caribbean to build evaluation capacity.
Internationally recognized survey expert Don Dillman discusses the advantages and limitations of conducting surveys via the Internet.
Daniel Khimasia from Frontier College shares lessons learned from evaluating the administering of a literacy program using web surveys.
David Fetterman, from the Schools of Medicine and Education at Stanford University, describes how technological tools can be integrated into the practice of empowerment evaluation.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Harnessing Technology for Evaluation.
Stone Wiske and David Eddy Spicer, from the Harvard Graduate School of Education, describe the school's Wide-Scale Interactive Development for Educators program
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Harnessing Technology for Evaluation.
Etagegnhue Woldeab and the Information and Technology team from the Ontario Council of Agencies Serving Immigrants describe two web-based tools that are helping immigrant-serving agencies to operate more effectively.
Jonny Morell of the Altarum Institute discusses, among other things, the relationship between innovation and efficiency in technology application.
Faedra Lazar Weiss and Deborah Aubert describe a program in which young women use video production technology for community needs assessment and action.
PeiYao Chen discusses how information technology is used in outcome measurement at Girls Incorporated.
This issue of The Evaluation Exchange explores the contribution of technology to evaluation practice, with articles centering on four key areas in which evaluators are using technology: data collection and analysis, collaboration, knowledge mobilization, and evaluation capacity building. Rounding out the issue is a special feature on the role technology plays in fostering youth civic engagement and in evaluating programs for youth.
Steven Goodman, director of the Educational Video Center and author of Teaching Youth Media, describes a program that teaches media literacy and documentary production skills to youth in New York City, with an eye toward fostering civic engagement.
Tony Streit, from Education Development Center, discusses the challenges and potential rewards of using technology to enhance learning in both formal and informal settings.
Rebecca Ryan, Christy Brady-Smith, and Jeanne Brooks-Gunn describe the use of videotapes in the national evaluation of Early Head Start.
Lynne Borden, from the University of Arizona, describes the use of online surveys in a national study of the out-of-school time activity participation of middle and high school youth.
Evaluation plays a major role in shaping new directions for the field of family support. In her keynote address at the Participatory Evaluation and Parent Engagement Institute, sponsored by Family Support America and the Ewing Marion Kauffman Foundation, in Kansas City, Missouri, September 20–22, 2004, Heather Weiss, Founder and Director of HFRP, described how evaluation can support learning, continuous improvement, and innovation. The four components of a family support evaluation strategy that she outlined were experimental studies to show program impact on families, utilization-focused evaluation to support policy and practitioner decision making, action research and empowerment evaluation, and performance standards based on solid research and evaluation.
Chapter in Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life. Edited by Thomas S. Weisner. Published by University of Chicago Press. This chapter chronicles a mixed-method analysis of family involvement in children's learning, drawing observations about the process and added value of combining methods.
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
This brief reviews developmental research and out-of-school time program evaluations to examine three research-based indicators of attendance—intensity, duration, and breadth—offering different models for how attendance in out-of-school time programs can influence youth outcomes.
This Snapshot describes the common data collection methods used by current out-of-school time programs to evaluate their implementation and outcomes.
This workshop, Redefining After School Programs to Support Student Achievement, provides an overview of current evaluation research, describes elements of effective after school programs, and discusses a theory of change approach to designing and implementing effective after school programs.
This brief culls information from several implementation and impact evaluations of out-of-school time programs to develop a set of promising strategies to attract and sustain youth participation in the programs.
An annotated list of organizations and initiatives related to the issue's theme of Early Childhood Programs and Evaluation.
Lisa Klein, guest editor for this issue, reflects on the progress made inthe early childhood field over the past 40 years and on the work that still has to be done.