Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
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.
Edward Dieterle, from Harvard University's Handheld Devices for Ubiquitous Learning Project, discusses the potential of using wireless handheld devices for evaluation.
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.
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.
Free. 28 Pages.
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.
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.
Brett Brown, Kristin Moore, and Sharon Bzostek describe Child Trends' “one-stop data shop” for the latest indicators on child and youth well-being.
Suresh Balakrishnan describes the use of multimedia to disseminate evaluation results in Bangalore, India.
Zenda Ofir and Jean-Charles Rouge reflect on how Internet-based communication strategies have contributed to building evaluation capacity in Africa.
An introduction to the issue on Harnessing Technology for Evaluation by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
BenoƮt Gauthier talks about the ways electronic collaboration tools are facilitating evaluation around the world.
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.
Parents often become involved in their children's education through homework. In 2001 research on parental involvement in children's homework was conducted (Hoover-Dempsey et al., 2001). The review focused on understanding why parents become involved in their children's homework, what strategies they employ, and how involvement contributes to student learning. In this paper, findings from the 2001 review suggest several ways in which schools can invite parents' involvement in homework.
Free. Available online only.
Interviews with 84 math teachers about the use of their class websites suggest that sites could be used more effectively to share information with parents and to support parent involvement.
Free. Available online only.
Analysis of National Educational Longitudinal Study (NELS) data shows that parents' high educational expectations positively affect students' academic achievement in high school.
Free. Available online only.