The Upside of an Annual Survey in Light of Involvement and Use: Evaluating the Advanced Technological Education Program

Autor/inn/en	Toal, Stacie A.; Gullickson, Arlen R.
Titel	The Upside of an Annual Survey in Light of Involvement and Use: Evaluating the Advanced Technological Education Program
Quelle	In: New Directions for Evaluation, (2011) 129, S.9-15 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-6736
DOI	10.1002/ev.349
Schlagwörter	Evaluators; Program Evaluation; Evaluation Methods; Technology Education; Technical Education; Labor Force; Case Studies; Participation; Researchers; Data Collection; Surveys; Technical Occupations; Interviews; Michigan + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Technisch-naturwissenschaftlicher Unterricht; Technikunterricht; Labour force; Arbeitskraft; Erwerbsbevölkerung; Case study; Fallstudie; Case Study; Teilnahme; Researcher; Forscher; Data capture; Datensammlung; Survey; Umfrage; Befragung; Technical occupation; Technischer Beruf; Interviewing; Interviewtechnik
Abstract	In 1999, the National Science Foundation (NSF) awarded funds to the Evaluation Center at Western Michigan University to conduct an external evaluation of the Advanced Technological Education (ATE) program. ATE, a federally mandated program designed to increase the number and quality of skilled technicians in the U.S. workforce, has funded over 346 projects and centers across the nation. This case study describes the relationship between project-level involvement in the ATE program evaluation and the use and influence of the evaluation on project primary investigators and evaluators. Although this large, multisite program evaluation employed numerous evaluative data-collection and dissemination techniques, project leaders and evaluators associated the program evaluation primarily with an annual Web-based survey. The NSF's expectation that projects would complete the annual survey contributed to feelings of involvement and, in many cases, promoted use and impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10