A Multilevel Multisite Outcomes-by-Implementation Evaluation of an Early Childhood Literacy Model

Autor/inn/en	Zvoch, Keith; Letourneau, Lawrence E.; Parker, Robert P.
Titel	A Multilevel Multisite Outcomes-by-Implementation Evaluation of an Early Childhood Literacy Model
Quelle	In: American Journal of Evaluation, 28 (2007) 2, S.132-150 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214007301138
Schlagwörter	Program Implementation; Evaluation Methods; Models; Instructional Effectiveness; Preschool Evaluation; Emergent Literacy; Research Methodology; Investigations; Multitrait Multimethod Techniques; Program Effectiveness; Data Analysis; Formative Evaluation + Suchen Sie Ihr Suchwort? Analogiemodell; Unterrichtserfolg; Frühleseunterricht; Research method; Forschungsmethode; Untersuchung; Auswertung
Abstract	The evaluation of an intervention delivered across multiple treatment sites presents a unique opportunity for evaluators to gauge the manner and degree to which the "impact" of treatment varies across implementation conditions and different target populations. However, the availability of implementation data for each treatment site, while presenting the opportunity for more sophisticated impact assessment, also presents an analytic challenge. In the following, multilevel growth models were applied to data describing students and classroom sites to demonstrate how the multilevel modeling framework can be used to analyze data obtained from a multisite program implementation. Results of the investigation indicated that increased adherence to the program model was not associated with more positive recipient outcomes. Further examination of the null finding indicated that the highest and lowest rates of literacy growth observed in the study were concentrated in several low-implementing sites. Implications for multisite evaluation design and practice are discussed. (Contains 6 notes, 1 table, and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10