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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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Rodney Hopson and Prisca Collins of Duquesne University describe a new graduate internship program designed to develop leaders in the evaluation field and improve evaluators' capacity to work responsively in diverse racial and ethnic communities.
Theodore Lamb, of the Center for Research and Evaluation at Biological Sciences Curriculum Study, discusses retrospective pretests and their strengths and weaknesses.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluation Methodology.
This issue of The Evaluation Exchange periodical focuses on evaluation methodology, covering topics in contemporary evaluation thinking, techniques, and tools. Mel Mark, president-elect of the American Evaluation Association, kicks off the issue with a discussion about the role that evaluation theory plays in our methodological choices. Other voices in the issue include Georgia State University evaluator Gary Henry, who makes the case for a paradigm shift in how we think about evaluation use and influence, and Robert Boruch, a Campbell Collaboration founder, who discusses the role of randomized trials in defining “what works.” Other contributors to the issue respond to various “how to” questions, such as how to foster strategic learning, how to find tools that assess nonprofit organizational capacity, how to select and use various outcome models, how to increase the number of evaluators of color, how to enhance multicultural competency in evaluation, and how to measure what we value so others value what we measure. Finally, the issue explores theory of change, cluster evaluation, and retrospective pretests—methodological approaches currently generating much interest and dialogue.
An introduction to the issue on Evaluation Methodology by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Mel Mark, professor of psychology at the Pennsylvania State University and president-elect of the American Evaluation Association, discusses why theory is important to evaluation practice.
Robert Penna and William Phillips from the Rensselaerville Institute’s Center for Outcomes describe eight models for applying outcome-based thinking.
John Bare of the Arthur M. Blank Family Foundation explains how nonprofits can learn about setting evaluation priorities based on storytelling and “sacred bundles.”
Abby Weiss from HFRP describes the tool that the Marguerite Casey Foundation offers its nonprofit grantees to help them assess their organizational capacity.
John A. Healy, Director of Strategic Learning and Evaluation at The Atlantic Philanthropies, shares ways to position learning as an organizational priority.
Robert Boruch, a founder of the Campbell Collaboration and professor of education and statistics at the University of Pennsylvania, discusses how the Campbell Collaboration and randomized trials contribute to evidence-based policy.
Andrea Anderson is a research associate at the Aspen Institute Roundtable on Community Change, where she focuses on work related to planning and evaluating community initiatives.
Gary Henry makes the case for a paradigm shift in how we think about evaluation use and influence.
Patricia Rogers of the Royal Melbourne Institute of Technology describes how a theory of change can provide coherence in evaluating national initiatives that are both complicated and complex.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
M. Elena Lopez of HFRP interprets themes from a participatory evaluation and parent engagement institute.
David Scheie, See Moua, and Pang Lee summarize lessons learned by listening to parents’ spontaneous stories during a parent survey interview.
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Nancy Hill, Amy Baker, and Kevin Marjoribanks discuss the present state and future direction of family involvement research and evaluation, from the perspectives of developmental psychology, evaluation, and education, respectively.
This issue of The Evaluation Exchange brings together the current knowledge base of programs in family support and family involvement, providing a continuous perspective on family processes with regard to children's learning and development, from a child's early years through adolescence. Articles address the challenges of evaluating family programs, such as the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. Rounding out the issue are examples of ongoing evaluations of parent leadership and organizing to ensure that schools serve all children at high standards.
Herbert Turner, Chad Nye, and Jamie Schwartz explain the Campbell Collaboration’s application of its systematic review process to parent involvement interventions.
Robert Nix, research associate at Pennsylvania State University, describes how a rigorous evaluation of a complex behavior problems preventive intervention analyzes its school-home component.
Veronica Thomas and Velma LaPoint describe the Talent Development approach to evaluating an urban family-school-community partnership program.
Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
Scott Rosas, from the Nemours Foundation, discusses the potential of concept mapping for the design and implementation of family support evaluations.