A Utilization-Focused Program Evaluation of Lead for Diversity

Autor/in	Cetta, Orsolina A.
Titel	A Utilization-Focused Program Evaluation of Lead for Diversity
Quelle	(2012), (178 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-0386-8
Schlagwörter	Hochschulschrift; Dissertation; Social Justice; Program Evaluation; Qualitative Research; Data Collection; Data Analysis; Curriculum Development; Cultural Awareness; High Schools; Formative Evaluation; Stakeholders; Interviews; Instructional Leadership; Program Effectiveness; Models; Goal Orientation; Archives; Coding; Comparative Analysis; Thematic Approach; Advisory Committees + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Gerechtigkeit; Programme evaluation; Programmevaluation; Qualitative Forschung; Data capture; Datensammlung; Auswertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural identity; Kulturelle Identität; High school; Oberschule; Interviewing; Interviewtechnik; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Zielorientierung; Zielvorstellung; Archivwesen; Archiv; Codierung; Programmierung; Themenzentrierter Unterricht; Beratungsstelle
Abstract	Students should have exposure to social justice education (SJE) through the content-based curriculum or through cocurricular learning opportunities. This program evaluation study used qualitative data collection and analysis procedures to determine how to best improve the cocurricular SJE program, Lead for Diversity (LFD), which is used in high schools in a mid-Atlantic state. This study applied a utilization-focused (U-FE) formative program evaluation model to identify the ways the archived data and stakeholder interview responses believe the LFD program could improve its program goals and curriculum. The U-FE model emphasizes the use of the evaluation findings for program improvement by including stakeholders in the program assessment. This study's model expects that stakeholder participants are selected because of the higher likelihood that they will use the findings to improve the LFD program goals and curriculum. This study defined stakeholders as the members of the advisory council, or decision-making body, for the LFD program. The program's goals and curriculum were evaluated through the coding of archived and interview data. This study used constant comparative analysis to organize the archived and interview data. The coding process began with seven predetermined codes that evolved into nine thematic codes that were evident in the multiple data that were collected, analyzed, and reported in this study. The study uncovered a need for the advisory council to revise the program goals to better reflect the regularly changing LFD curriculum. The nine participants provided responses that were compiled, organized, and analyzed as the interview data. The archived data came from the LFD program goals, the delegate questionnaires, and the curriculum. Together, the archived and interview data determined that the program would benefit from ongoing program evaluation to determine whether the LFD program goals and objectives can be improved. Several suggestions for future U-FE are included as recommendations for future study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10