Just as in needs assessments, interviews and focus groups are co
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Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that will use to conduct evaluations. Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources. Post A description of the process evaluation that you chose and explain why you selected this example. Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results. Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information. Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked. ...
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BackgroundJust as in needs assessments, interviews and focus.docx
Background
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Discussion Question (Use imagination)
Post
a description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.
.
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion: Program Evaluation: Benefits and Concerns of Stakeholders
All questions in bold then answers 300 to 500 words without questions
Dudley (2014) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions, and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (
needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. I live in Tacoma Washington I work for CHI Hospice and intern at Sound options elderly care This is social work
Recommend a program evaluation model that would answer a question relevant to the program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Resources
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
Chapter 4, “Common Types of Evaluations” (pp. 71-89)
Chapter 5, “Focusing an Evaluation” (pp. 90-105)
.
Learning resources required readingsdudley, j. r. (2020).
The document provides learning resources and required readings for a course on program evaluation. It lists several chapters from two books on program evaluation and social work research methods. It also lists chapters from a guide on how to conduct program evaluations. For an assignment, students are asked to identify a program they are familiar with and develop a 1-page stakeholder analysis and a 2-3 page draft program evaluation plan to address the purpose, questions, and stakeholder concerns. The plan aims to ensure stakeholder support for a successful evaluation.
To prepare for this Discussion, identify a program within an agency
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
References:
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage
...
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses
Respond to at least two colleagues each one has to be answered separately name first then response
Bottom of Form
Respond
to
at least two
colleagues by doing all of the following:
Identify the stage or stages of the program to which your colleague’s selected question relates.
Suggest an additional question or concern that stakeholders may have about program evaluation.
Recommend an alternative model for the evaluation.
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
PEER 1
Elektra Smith
Top of Form
Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program.
I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month (
https://visitthecenter.org/volunteer
, 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).”
Identify 2–3 concern.
The Analysis and Interpretation of Qualitative Data Analysis.pdf
The document provides guidance for conducting qualitative interviews and analyzing the data for a research assignment on social change. It discusses best practices for interviews, including selecting an appropriate location and asking open-ended questions. It also outlines the assignment, which involves interviewing a peer, coding and analyzing the interview alongside other sources, and summarizing the meaning of social change based on the findings. Trustworthiness of the research process is also emphasized.
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
Recommended
BackgroundJust as in needs assessments, interviews and focus.docx
Background
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Discussion Question (Use imagination)
Post
a description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.
.
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion: Program Evaluation: Benefits and Concerns of Stakeholders
All questions in bold then answers 300 to 500 words without questions
Dudley (2014) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions, and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (
needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. I live in Tacoma Washington I work for CHI Hospice and intern at Sound options elderly care This is social work
Recommend a program evaluation model that would answer a question relevant to the program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Resources
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
Chapter 4, “Common Types of Evaluations” (pp. 71-89)
Chapter 5, “Focusing an Evaluation” (pp. 90-105)
.
Learning resources required readingsdudley, j. r. (2020).
The document provides learning resources and required readings for a course on program evaluation. It lists several chapters from two books on program evaluation and social work research methods. It also lists chapters from a guide on how to conduct program evaluations. For an assignment, students are asked to identify a program they are familiar with and develop a 1-page stakeholder analysis and a 2-3 page draft program evaluation plan to address the purpose, questions, and stakeholder concerns. The plan aims to ensure stakeholder support for a successful evaluation.
To prepare for this Discussion, identify a program within an agency
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
References:
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage
...
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses
Respond to at least two colleagues each one has to be answered separately name first then response
Bottom of Form
Respond
to
at least two
colleagues by doing all of the following:
Identify the stage or stages of the program to which your colleague’s selected question relates.
Suggest an additional question or concern that stakeholders may have about program evaluation.
Recommend an alternative model for the evaluation.
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
PEER 1
Elektra Smith
Top of Form
Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program.
I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month (
https://visitthecenter.org/volunteer
, 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).”
Identify 2–3 concern.
The Analysis and Interpretation of Qualitative Data Analysis.pdf
The document provides guidance for conducting qualitative interviews and analyzing the data for a research assignment on social change. It discusses best practices for interviews, including selecting an appropriate location and asking open-ended questions. It also outlines the assignment, which involves interviewing a peer, coding and analyzing the interview alongside other sources, and summarizing the meaning of social change based on the findings. Trustworthiness of the research process is also emphasized.
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
SOCW 6311 wk 10 peer responses Respond to at least two.docx
This document provides instructions for responding to at least two colleagues' posts regarding a group research design for a program evaluation case study. Respondents are asked to: 1) Identify their role as a stakeholder; 2) Evaluate the research design and criteria chosen by their colleagues from the stakeholder perspective; 3) Ask questions about the research design and how it will address evaluation questions; and 4) Reference each colleague by name after responding. The instructor further clarifies the layout of the response, which includes: evaluating strengths and weaknesses of colleagues' analyses, addressing evaluations of efficacy/applicability of evidence-based practices, identifying and evaluating factors that could support/hinder implementation, and offering additional insights.
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
The Impact of Families in the Community during Hospital.docx
This document outlines the sections and content required for a systematic review and doctoral project proposal focused on analyzing the impact of hospital closure on families and communities. It describes the need to search multiple databases and literature sources to comprehensively review previous research on the topic. It also provides guidance on describing any archival or operational data to be analyzed, as well as details on collecting and analyzing new evidence through participant recruitment, ethical protections, and data analysis procedures. The document emphasizes developing recommendations and dissemination plans to address gaps in practice identified through findings.
The Impact of Families in the Community during Hospital Closure.docx
This document outlines the sections and contents required for a systematic review and doctoral project proposal on the impact of hospital closures on families and communities. It describes four main sections: 1) Published outcomes and research analyzing previous studies on the topic; 2) Analysis of archival and operational data from the organization; 3) Evidence generated specifically for the project including participants, procedures, and protections; 4) Findings, recommendations and dissemination of results. The proposal provides guidance on the level of detail needed in each section to justify sources and methods, obtain IRB approval, analyze evidence, and develop solutions to address gaps in practice.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Social workers often identify client problems that suggest the n.docx
Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.
To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.
Post(2 to 3 pages)
a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.
Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.
Required Readings
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
.
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard Time
Use of Group Designs in Program Evaluation
Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.
Required Readings
1. Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)
· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
2. Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
· “Social Work Research: Planning a Program Evaluation”
Attached Document
Websites
3.
McNamara, C. (2006a). Contents of an evaluation plan. In
Basic guide to program evaluation (including outcomes evaluation)
. Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
4.
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In
Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources.
Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.
To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."
1 Page-pager.
Post
your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
APA format using intext citation and references
.
Social workers often identify client problems that suggest the need .docx
Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.
To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.
Assignment
Post
a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.
Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.
Resource
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Also see attached resources
.
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.
Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.
To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:
Getting information about the needs of the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use (interview, focus group, questionnaire)?
Finding potential clients:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
Interacting with the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
By Day 7
Submit
a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:
The resources needed to operate this service
The program activities
The desired outcomes
A plan for gathering information about the population served
Justifications for your plans and decisions
A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation
s
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
Walter, H. J., Gouze, K., Cicchetti, C., Arend, R., Mehta, T., Schmidt, J., & Skvarla, M. (2011). A pilot demonstration of comprehe.
EDD8534 Designing, Delivering, and Manag
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Collaborative Action Research 2003
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
The document discusses the development of a method for classifying evaluation activities at a foundation. It identifies key questions around understanding the portfolio of evaluations and developing useful categories for managing them. A six-dimension method was created using factors like program area, budget, evaluation design, report author, funder, and deliverable due date. The method was analyzed and refined iteratively with program staff. It will help focus evaluation efforts, guide decisions around what to evaluate, and improve planning and learning about program performance.
Program Evaluation In the Non-Profit Sector
3 Session presetnation to students at Rhode Island College in the Non-Profit Certificate Program; specifically regarding program evaluation.
The Utilization of DHHS Program Evaluations: A Preliminary Examination
Washington Evaluators Brown Bag
by Andrew Rock and Lucie Vogel
October 5, 2010
The presentation will describe a study conducted by the Lewin Group on the utilization of program evaluations in the Department of Health and Human Services for the Assistant Secretary for Planning and Evaluation. The study used an online survey of project officers and managers from a sample of program evaluations selected from the Policy Information Center database. To supplement the survey data, Lewin conducted focus groups with senior staff in six agencies. Key findings of the study focused on direct, conceptual and indirect use and the importance of high quality methods, stakeholder involvement in evaluation design, presence of a champion, and study findings that were perceived to be important. The study concluded with recommendations for a strengthened internal evaluation group within HHS and future research using a case study approach for greater in-depth examination.
Mr. Andrew Rock initiated/conceived and was the Project Officer (COTR) for the study. He works for the Office of Planning and Policy Support in the Office of the Assistant Secretary for Planning and Evaluation (ASPE), HHS. He is responsible for the Department's annual comprehensive report to Congress on HHS evaluations, coordinates the HHS legislative development process, represents his office on the Continuity of Operations Workgroup, and has worked on various cross-cutting issues including homelessness, tribal self-governance, and health reform. In addition to his work in ASPE, he has worked at the Centers for Medicare and Medicaid Services, the Public Health Service, and the Office of the National Coordinator for Health Information Technology.
Ms Lucie Vogel served as a Stakeholder Committee Member for the study. She works in the Division of Planning, Evaluation and Research in the Indian Health Service, developing Strategic and Health Service Master Plans, conducting evaluation studies, and reporting on agency performance. She previously served in evaluation and planning positions in the Food Safety and Inspection Service, the Virginia Department of Rehabilitative Services, the University of Virginia, and the Wisconsin Department of Health and Social Services.
Management-Oriented Evaluation Approaches
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
programme evaluation by priyadarshinee pradhan
This document discusses concepts, needs, goals and tools related to program evaluation. It defines evaluation as a systematic process to determine the merit, worth and significance of a program or intervention using set standards and criteria. The primary purposes of evaluation are to gain insight and enable reflection to identify future changes. Some key goals of program evaluation include improving program design, assessing progress towards goals, and determining effectiveness and efficiency. Common tools for program evaluation discussed include interviews, observations, questionnaires, and case studies.
Assignment 2 Tests of SignificanceThroughout this assignmen.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET. Save the file in the following format: [your last name_SOCI332_A2]. The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
à
Compare Means
à
One-Sample T test
à
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
1.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance and at the .01 level (in SPSS this means you change the “confidence level” from 95% to 99%).
As part of Step 5, indicate whether the behavioral scientists should recommend group therapy for all depressed people based.
Assignment 2 Strategic Action PlansThere are some elements miss.docx
Assignment 2: Strategic Action Plans
There are some elements missing from the action plan in
Table 9.1
in your text book
.
If the EMR system is to be integrated with similar systems at local hospitals, and the physicians fully utilize its data-sharing capabilities, representatives from the hospitals must be drawn into this implementation process.
(Moseley III, George B. .
Managing Health Care Business Strategy
. Jones & Bartlett Publishers, May 2008. p. 251).
Write a three page report answering the following questions:
What elements (at least two) are missing from the action plan in Table 9.1 for the EMR system? Justify your choice.
Describe the activities that should be implemented to address the missing elements.
Describe where these activities would be added to the list (relative to the other activities already listed).
Specify exactly which people from the hospitals and practice will participate in these new activities and justify your choice.
Assignment 2 Grading Criteria
Maximum Points
Identified and explained at least two missing elements from the action plan.
25
Discussed what activities should be implemented to address the missing elements.
25
Identified where in the list the activities should be added and justified response.
10
Explained which people from the hospital /practice should participate in the new activities and justified choice.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
15
Total:
100
.
More Related Content
Similar to Just as in needs assessments, interviews and focus groups are co
SOCW 6311 wk 10 peer responses Respond to at least two.docx
This document provides instructions for responding to at least two colleagues' posts regarding a group research design for a program evaluation case study. Respondents are asked to: 1) Identify their role as a stakeholder; 2) Evaluate the research design and criteria chosen by their colleagues from the stakeholder perspective; 3) Ask questions about the research design and how it will address evaluation questions; and 4) Reference each colleague by name after responding. The instructor further clarifies the layout of the response, which includes: evaluating strengths and weaknesses of colleagues' analyses, addressing evaluations of efficacy/applicability of evidence-based practices, identifying and evaluating factors that could support/hinder implementation, and offering additional insights.
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
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[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
The Impact of Families in the Community during Hospital.docx
This document outlines the sections and content required for a systematic review and doctoral project proposal focused on analyzing the impact of hospital closure on families and communities. It describes the need to search multiple databases and literature sources to comprehensively review previous research on the topic. It also provides guidance on describing any archival or operational data to be analyzed, as well as details on collecting and analyzing new evidence through participant recruitment, ethical protections, and data analysis procedures. The document emphasizes developing recommendations and dissemination plans to address gaps in practice identified through findings.
The Impact of Families in the Community during Hospital Closure.docx
This document outlines the sections and contents required for a systematic review and doctoral project proposal on the impact of hospital closures on families and communities. It describes four main sections: 1) Published outcomes and research analyzing previous studies on the topic; 2) Analysis of archival and operational data from the organization; 3) Evidence generated specifically for the project including participants, procedures, and protections; 4) Findings, recommendations and dissemination of results. The proposal provides guidance on the level of detail needed in each section to justify sources and methods, obtain IRB approval, analyze evidence, and develop solutions to address gaps in practice.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Social workers often identify client problems that suggest the n.docx
Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.
To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.
Post(2 to 3 pages)
a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.
Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.
Required Readings
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
.
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard Time
Use of Group Designs in Program Evaluation
Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.
Required Readings
1. Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)
· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
2. Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
· “Social Work Research: Planning a Program Evaluation”
Attached Document
Websites
3.
McNamara, C. (2006a). Contents of an evaluation plan. In
Basic guide to program evaluation (including outcomes evaluation)
. Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
4.
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In
Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources.
Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.
To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."
1 Page-pager.
Post
your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
APA format using intext citation and references
.
Social workers often identify client problems that suggest the need .docx
Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.
To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.
Assignment
Post
a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.
Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.
Resource
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Also see attached resources
.
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.
Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.
To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:
Getting information about the needs of the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use (interview, focus group, questionnaire)?
Finding potential clients:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
Interacting with the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
By Day 7
Submit
a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:
The resources needed to operate this service
The program activities
The desired outcomes
A plan for gathering information about the population served
Justifications for your plans and decisions
A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation
s
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
Walter, H. J., Gouze, K., Cicchetti, C., Arend, R., Mehta, T., Schmidt, J., & Skvarla, M. (2011). A pilot demonstration of comprehe.
EDD8534 Designing, Delivering, and Manag
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Collaborative Action Research 2003
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
The document discusses the development of a method for classifying evaluation activities at a foundation. It identifies key questions around understanding the portfolio of evaluations and developing useful categories for managing them. A six-dimension method was created using factors like program area, budget, evaluation design, report author, funder, and deliverable due date. The method was analyzed and refined iteratively with program staff. It will help focus evaluation efforts, guide decisions around what to evaluate, and improve planning and learning about program performance.
Program Evaluation In the Non-Profit Sector
3 Session presetnation to students at Rhode Island College in the Non-Profit Certificate Program; specifically regarding program evaluation.
The Utilization of DHHS Program Evaluations: A Preliminary Examination
Washington Evaluators Brown Bag
by Andrew Rock and Lucie Vogel
October 5, 2010
The presentation will describe a study conducted by the Lewin Group on the utilization of program evaluations in the Department of Health and Human Services for the Assistant Secretary for Planning and Evaluation. The study used an online survey of project officers and managers from a sample of program evaluations selected from the Policy Information Center database. To supplement the survey data, Lewin conducted focus groups with senior staff in six agencies. Key findings of the study focused on direct, conceptual and indirect use and the importance of high quality methods, stakeholder involvement in evaluation design, presence of a champion, and study findings that were perceived to be important. The study concluded with recommendations for a strengthened internal evaluation group within HHS and future research using a case study approach for greater in-depth examination.
Mr. Andrew Rock initiated/conceived and was the Project Officer (COTR) for the study. He works for the Office of Planning and Policy Support in the Office of the Assistant Secretary for Planning and Evaluation (ASPE), HHS. He is responsible for the Department's annual comprehensive report to Congress on HHS evaluations, coordinates the HHS legislative development process, represents his office on the Continuity of Operations Workgroup, and has worked on various cross-cutting issues including homelessness, tribal self-governance, and health reform. In addition to his work in ASPE, he has worked at the Centers for Medicare and Medicaid Services, the Public Health Service, and the Office of the National Coordinator for Health Information Technology.
Ms Lucie Vogel served as a Stakeholder Committee Member for the study. She works in the Division of Planning, Evaluation and Research in the Indian Health Service, developing Strategic and Health Service Master Plans, conducting evaluation studies, and reporting on agency performance. She previously served in evaluation and planning positions in the Food Safety and Inspection Service, the Virginia Department of Rehabilitative Services, the University of Virginia, and the Wisconsin Department of Health and Social Services.
Management-Oriented Evaluation Approaches
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
programme evaluation by priyadarshinee pradhan
This document discusses concepts, needs, goals and tools related to program evaluation. It defines evaluation as a systematic process to determine the merit, worth and significance of a program or intervention using set standards and criteria. The primary purposes of evaluation are to gain insight and enable reflection to identify future changes. Some key goals of program evaluation include improving program design, assessing progress towards goals, and determining effectiveness and efficiency. Common tools for program evaluation discussed include interviews, observations, questionnaires, and case studies.
Similar to Just as in needs assessments, interviews and focus groups are co (20)
SOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docx
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and EvaluationReference.docx
The Impact of Families in the Community during Hospital.docx
The Impact of Families in the Community during Hospital.docx
The Impact of Families in the Community during Hospital Closure.docx
The Impact of Families in the Community during Hospital Closure.docx
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Social workers often identify client problems that suggest the n.docx
Social workers often identify client problems that suggest the n.docx
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Social workers often identify client problems that suggest the need .docx
Social workers often identify client problems that suggest the need .docx
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment.docx
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
The Utilization of DHHS Program Evaluations: A Preliminary Examination
The Utilization of DHHS Program Evaluations: A Preliminary Examination
More from karenahmanny4c
Assignment 2 Tests of SignificanceThroughout this assignmen.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET. Save the file in the following format: [your last name_SOCI332_A2]. The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
à
Compare Means
à
One-Sample T test
à
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
1.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance and at the .01 level (in SPSS this means you change the “confidence level” from 95% to 99%).
As part of Step 5, indicate whether the behavioral scientists should recommend group therapy for all depressed people based.
Assignment 2 Strategic Action PlansThere are some elements miss.docx
Assignment 2: Strategic Action Plans
There are some elements missing from the action plan in
Table 9.1
in your text book
.
If the EMR system is to be integrated with similar systems at local hospitals, and the physicians fully utilize its data-sharing capabilities, representatives from the hospitals must be drawn into this implementation process.
(Moseley III, George B. .
Managing Health Care Business Strategy
. Jones & Bartlett Publishers, May 2008. p. 251).
Write a three page report answering the following questions:
What elements (at least two) are missing from the action plan in Table 9.1 for the EMR system? Justify your choice.
Describe the activities that should be implemented to address the missing elements.
Describe where these activities would be added to the list (relative to the other activities already listed).
Specify exactly which people from the hospitals and practice will participate in these new activities and justify your choice.
Assignment 2 Grading Criteria
Maximum Points
Identified and explained at least two missing elements from the action plan.
25
Discussed what activities should be implemented to address the missing elements.
25
Identified where in the list the activities should be added and justified response.
10
Explained which people from the hospital /practice should participate in the new activities and justified choice.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
15
Total:
100
.
Assignment 2 Successful Domestic Company Goes Global! Due Week 6 .docx
Assignment 2: Successful Domestic Company Goes Global!
Due Week 6 and worth 280 points
Imagine that you are the CEO of a successful domestic company. In the last 6 months, many potential clients in foreign countries have expressed a desire to conduct business with you. You know that in order for your company to grow, you will have to expand overseas. You have recently attended a local three (3)-day international trade exposition and have gathered many brochures on the foreign companies interested in doing business with your company.
After meeting with the Executive Committee of your successful domestic company, you decide that you will need to identify a minimum of two (2) countries for expansion and two (2) expatriates whom you will send into the chosen countries. The selected expatriates will learn about the countries’ cultures and business activities there. You must prepare a report for the potential employees who may want to take an overseas assignment, the Executive Committee, and the Board of Directors.
Use the Internet and Strayer Library to research possible countries for expansion. Next, conduct research on leveraging expatriates over country nationals for business overseas. Finally, research books that could help expatriates in their transition to working overseas.
Note:
You may create and / or assume all necessary assumptions needed for the completion of this assignment.
Write an eight to ten (8-10) page paper in which you:
Create a guide to leveraging expatriates. The guide should include four to six (4-6) sources that address benefits and challenges of sending expatriates to other countries.
Examine the major benefits that this report can provide for the organization, and suggest two (2) uses for the information contained therein. Justify your response.
Analyze the major factors (e.g., distance, cultural background, knowledge of the related countries, languages spoken, relatives who may live in another country, etc.) that would influence your choice of countries into which your company would expand. Recommend two (2) countries for expansion. Provide a rationale for your response.
Determine three (3) criteria that you would consider when deciding which employees to send abroad. Justify your response.
Propose the major methods and / or incentives you would use in order to encourage the selected employees to become expatriates. Provide a rationale for your response.
Recommend one (1) strategy to ensure that both the Executive Committee and the Board of Directors are committed to the expansions. Justify your response.
Recommend two (2) books that the selected expatriates should take with them when they go overseas. Provide a rationale for your response.
Outline a guide for expatriates who will reside within another country for one to two (1-2) years. The related guide should cover the following topics: selecting items to pack, accommodating a vehicle (i.e., leave behind or send overseas), shipping or selling furniture, mo.
Assignment 2 Research Proposal Draft (due date Sunday December 4).docx
This 3-page research proposal draft is due December 4th and must address the following sections: an introduction providing background and significance of the research problem, a clear statement of the problem and purpose of the study, at least one research question and hypothesis identifying the study variables and how they will be operationally defined.
Assignment 2 Required Assignment 2—Implementation of Sustainabili.docx
Assignment 2: Required Assignment 2—Implementation of Sustainability in an Organization
All consumers and firms affect sustainability in different ways, either directly or indirectly. In practicing sustainability, a firm could create value for consumers, investors, and other stakeholders, such as the community in which the firm operates within its value chain. In addition, a firm engaging in good sustainable practices can fulfill the needs of its customers, earn a profit, and preserve the environment. This assignment will allow you, as a consumer, to explore how you can impact sustainability.
Tasks:
Propose a sustainability investment plan to improve the performance of your work group or organization or an organization you hope to work for. The investment can be made in human resources, in expansion of tangible or intangible assets toward new uses, or in capital equipment or new technology.
Analyze how the investment plan achieves the following:
Contributes to the mission of the company
Expands rewards for all major components of the value chain, which should include the company, employees, suppliers, and customers
Generates wealth or value and is sustainable over time
Evaluates and anticipates risks associated with the investment
Organize your work to create a 2- to 3-page professional memo in a Microsoft Word document outlining your investment plan to the director and an 8- to 10-slide Microsoft PowerPoint presentation script with complete endnotes explaining your recommendations to employees in your work group. Follow APA standards for citation of sources.
Submission Details:
Save your Microsoft Word document as word doc and your Microsoft PowerPoint ppt.
By
Wednesday, November 15, 2016
, submit your documents to the
M5: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
1.
Proposed a substantial investment plan to improve the performance of your work group or organization or an organization you hope to work for.
2.
Analyzed how the business plan contributes to the mission of the company.
3.
Analyzed how the business plan expands rewards for all major components of the value chain, which should include the company, employees, suppliers, and customers.
4.
Analyzed how the business plan generates wealth or value and is sustainable over time.
5.
Analyzed how the business plan evaluates and anticipates risks associated with the investment.
6.
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
.
Assignment 2 Social MobilityFor this assignment, you will trace y.docx
For this assignment, the student is asked to trace their family's history of social mobility over at least three generations by examining factors like education, wealth, and occupation. They should consider how race and gender may have influenced mobility patterns. The student is expected to describe their family's mobility experience, explain differences in mobility levels between generations, predict their own mobility trajectory and that of future children, and support their analysis with academic sources. They will be graded on thoroughly addressing these points in a clear, concise, and academically honest manner.
Assignment 2 Reflections on Racial DiscriminationFranklin hears a.docx
Assignment 2: Reflections on Racial Discrimination
Franklin hears about people being discriminated against at the workplace and in society but rarely experiences it first hand. Cortez, on the other hand, speaks English poorly and is often subject to derogatory comments from peers and coworkers.
Reflect on your experience with racial discrimination.
Identify examples of racial discrimination and provide examples you have personally witnessed or heard about firsthand from the following three realms:
family
work place
community
Write a brief summary that includes the following:
Describe a racial incident pertaining to each realm in detail. Explain why you believe this is racial discrimination.
Explain how this situation could have been handled to avoid discrimination against those belonging to another race.
Submit your response to the
M
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 2 Grading Criteria
Maximum Points
Reflection on your experiences with racial discrimination from the three listed realms (i.e., family, work place, community).
30
Provided examples of discrimination from the three listed realms.
25
Described the identified racial incident in detail, and explained why each incident is an example of discrimination.
25
Explained how these situations could have had a different outcome if the people involved had not discriminated against others.
10
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
10
Total:
100
.
Assignment 2 Required Assignment 1—Intercultural Employee Motivatio.docx
Assignment 2: Required Assignment 1—Intercultural Employee Motivation and Rewards
Culture plays a major role in the motivation of employees. Consider that though you have a mix of ethnicities on your team, you also need to be aware of cultural differences including gender, generation, and other categories of human differences.
Write an 8–10-page report on employee motivation, including a recommendation for an employee reward system that will meet the needs of the variety of cultural groups you manage based on the following motivation factors:
Job security
Professional development
Job performance
Goal setting
Employee recognition
Compensation
Discuss employee motivation as it relates to culture, and consider how you might develop a reward system that recognizes diversity and is equitable and legally sound. Support your recommendations with scholarly references.
.
Assignment 2 Required Assignment 1—Developing Communications Policy.docx
Assignment 2: Required Assignment 1—Developing Communications Policy
In this assignment, you will prepare a communications policy for a company that you are familiar with or a fictitious company you create. The communications policy will map the type of communications messages (e.g., organizational or strategic changes, procedural changes, information important to organizational subgroups, confidential information, unwelcome information, etc.).
Using the module readings and the Argosy University online library resources, research requirements of and methods of creating communications policy documents.
Create a communications policy document that covers the following:
Identify the audience
Describe the media (including social media) to be used
List and explain the appropriate approvals required
Explain the tools and tactics to be used
In developing your plan, you should utilize at least five peer-reviewed articles in addition to the readings from the textbook and online resources.
.
Assignment 2 Project Paper – Comparative EssayDue Week 8 an.docx
Assignment 2: Project Paper
–
Comparative Essay
Due Week 8 and worth 200 points
This “Assignment 2” writing assignment is a comparative essay focused on topics encountered in our HUM 111 class. The project will be based on research but will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities as an organized, innovative, and critical thinker. If approached properly, it should also be fun!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that follows instructions and covers each part of the topic. (The title page and References list do not get included in this word count).
Note:
Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Establish a clear thesis about your topic as part of the introductory paragraph (often the thesis is the last thing one determines after doing the basic research and outline; however it will be placed in the first paragraph of your paper).
This is a comparative essay. Comparison approached properly will require some critical thinking on your part. Use a point-by-point approach for the essay. That means, if comparing subject A with subject B, don't do the first half of the essay on subject A and then the second half on subject B--that will seem like two (2) separate essays and comparisons will tend to get lost. Instead, you should be mentioning both subjects in most of your paragraphs as you compare them throughout the essay. Comparisons will identify similarities as well as contrasts.
Do not try to do everything on your two (2) subjects. You should end up narrowing your focus to a few insights and issues about the subjects being compared. And, from those fairly specific points of comparison, you will develop a thesis and glean some lessons.
Follow closely the instructions below for your specific topic.
Include a concluding paragraph at the end. This paragraph will, in some way, refer back to the thesis established in your first paragraph, since now you have demonstrated and supported it. It may be here that you also include your observations relating your study to the modern workplace or society (see your topic). Try to finish with flair!
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic Choices
–
Choose just one (1) of the topics below:
Qualities of the Hero: Comparing Gilgamesh and Odysseus
.
Write an essay comparing these two (2) heroic figures from ancient epics of different cultures, especially focusing your analysis on the sources about their encounters with monsters: Gilgamesh encounters the monster guarding the forest, Humbaba,.
Assignment 2 Probation and Parole—Realities and PerceptionsProbat.docx
Assignment 2: Probation and Parole—Realities and Perceptions
Probation and parole encompasses a wide variety of offenders and can be as vast and diverse as the populations the law enforcement officials oversee. As seen in the course readings, inclusion of probation and parole in the criminal justice system has been influenced by societal norms and values and can be viewed as a reflection of the current belief system.
Tasks:
By
Saturday, July 16, 2016
, in a minimum of 250 words, post to the
Discussion Area
your response to the following.
What are your current perceptions regarding corrections, probations, and parole in the United States? What are these perceptions based on?
What do you think are the people’s perceptions of probation and parole?
What is the role of the media in shaping public opinion regarding the criminal justice system, especially the probation and parole systems?
What are the pros and cons of the media’s role in shaping public opinion on probation and parole?
While performing research on the influence of media conduct, provide appropriate references.
.
Assignment 2 Physical Development in Early AdulthoodDuring earl.docx
Assignment 2: Physical Development in Early Adulthood
During early adulthood, people begin make important life decisions in three areas: career, family, and health. Young adults establish patterns of nutrition and physical activity that can have either positive or negative effects on their physical development in later stages of adulthood. They also begin to make decisions about what career path to follow. At some point during early adulthood, individuals also choose either to marry or remain single, and decide whether or not to start a family. Consider the following example:
Jeff is 23 years old. He recently graduated from college with a business degree and took a managerial position with a midsize company. He likes his coworkers, but often finds himself bored with his work. Although he was active in college, recently he has gained about 10 pounds due to his sedentary job and lack of time to exercise. Jeff broke up with his college girlfriend after graduation, and since then he has dated a few different women, but hasn’t had another serious relationship. Jeff wonders what the remainder of his 20’s and his 30’s will bring.
Based on your reading, prepare a PowerPoint presentation that would help individuals like Jeff set goals related to career, health, and family. The presentations should discuss the relationship between lifestyle choices and health risks. In addition, it should address how factors like personality and attachment may influence both career- and family-related goals. Finally, address diversity in the presentation. Explain how your plan could be adapted to fit the needs of different socioeconomic or ethnic groups.
Your PowerPoint presentation should include an introduction, a conclusion, and detailed speaker’s notes. Include your references on one slide.
Develop a 6–8-slide presentation in PowerPoint format with speaker’s notes. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.ppt.
In order for this assignment to be compatible with TurnItIn, you will need to save your PowerPoint presentation as an Adobe PDF file. To do this, open your presentation in Microsoft PowerPoint. Choose "Save As" from the File menu, then choose "Adobe PDF". Before saving your file, click on the Options button and check the box next to "Convert Speaker Notes." Now choose to save your file. Your speaker notes will be included in your PDF file that you will submit for this assignment.
Note:
If your version of Microsoft PowerPoint does not have the option to include speaker notes, you will need to submit a Microsoft Word document that contains all information from your presentation, including the speaker notes.
By
Wednesday, April 13, 2016
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Developed logical and structured plan detailing specific ways young adults could set goals in the areas of career, health, and family.
30
Discussed t.
Assignment 2 Position Paper Two – Media and Society Due Week 10 a.docx
Assignment 2: Position Paper Two – Media and Society
Due Week 10 and worth 250 points
This is the second of two (2) position papers based on the following scenario to be completed in this course.
Imagine that you are running for a state office (e.g., governor, senator, or representative) and you have to prepare a position paper for a debate on controversial issues in the news. (Select one (1) of the topics addressed in Weeks 5-9 of this class.) You will want your position paper to demonstrate critical thinking, sound logic, valid claims, personal passion, and credible support that is cited correctly because the paper will be provided to the news media before the debate and will be scrutinized by the media and reported on regarding these criteria. Your professor will serve as your close advisor whose job is to review the paper and provide feedback to you on the paper’s strengths and weaknesses.
Write a two to three (2-3) page (700 to 1,200 words) paper in which you:
Introduce your position using a thesis statement in the first paragraph, including a quote, question, or statistic from your reliable sources and an overview of the main points you will cover. (It’s important to grab the audience’s interest and inform them of what the main and support points are.)
Provide three or four (3-4) major points to support your thesis statement. (Put each major point in a separate paragraph.)
Provide one (1) paragraph in which you identify and answer an expected argument against your view.
Organized arguments and support for claims effectively.
Demonstrate personal passion for your position and critical thinking with persuasive language, sound logic, valid claims, and credible support for the claims.
Provide two to three (2-3) credible and reliable references (in addition to the text) about current events, which have been published in the last five (5) years and are cited correctly in the position paper. (Wikipedia is not an acceptable source.)
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Apply critical thinking skills to the analysis of issues involving mass media and society.
Use technology and information resources to research issues in media and society.
Write clearly and concisely about media and society using proper writing mechanics.
Note: Depending on the student’s topic selection, the outcome measured might include one of the following:
Evaluate the appropriateness of various media forms for different audiences.
Analyze selected le.
Assignment 2 Overview of Interviewing and InterrogationA criminal.docx
Assignment 2: Overview of Interviewing and Interrogation
A criminal justice professional gathers information through effective interviews and interrogations. Ineffective victim or suspect interviews or interrogations can cost an investigator a case, and understanding the difference between an interview and an interrogation is critical in selecting an appropriate approach for a specific situation. Interviews and interrogations are dynamic, evolving situations, and developing interviewing and interrogation skills takes time and practice. Interrogation involves an accusatory, persuasive approach. Effective interviewers have the ability to quickly establish rapport with their subjects and gain complete, concise, and accurate information about crimes, additional witnesses, and suspects. Building rapport early helps take down barriers to open and clear communication, which is critical in conducting interviews and interrogations.
Submission Details:
By
Saturday, December 24, 2016
, in a minimum of 250 words, post to the
Discussion Area
your answers to the following:
What are the qualities of an effective interviewer and interrogator?
What are the purposes of interviews and interrogations?
What is the difference between an interview and an interrogation?
What is D. K. Berlo's communication process? How does it apply in the criminal justice field?
What is a purposeful interview?
By
Wednesday, January 4, 2017
, read and respond to at least two of your classmates' posts. When responding, use contradictions and counterexamples supported by class readings. You can ask questions, disagree with opinions, redirect your thoughts, or ask your classmates to rethink what they have posted and why.
Discussion Grading Criteria and Rubric
All discussion assignments in this course will be graded using a rubric. This assignment is worth 40 points. Download the discussion rubric and carefully read it to understand the expectations.
.
Assignment 2 Physical Development in Early AdulthoodDuring early .docx
Assignment 2: Physical Development in Early Adulthood
During early adulthood, people begin make important life decisions in three areas: career, family, and health. Young adults establish patterns of nutrition and physical activity that can have either positive or negative effects on their physical development in later stages of adulthood. They also begin to make decisions about what career path to follow. At some point during early adulthood, individuals also choose either to marry or remain single, and decide whether or not to start a family. Consider the following example:
Jeff is 23 years old. He recently graduated from college with a business degree and took a managerial position with a midsize company. He likes his coworkers, but often finds himself bored with his work. Although he was active in college, recently he has gained about 10 pounds due to his sedentary job and lack of time to exercise. Jeff broke up with his college girlfriend after graduation, and since then he has dated a few different women, but hasn’t had another serious relationship. Jeff wonders what the remainder of his 20’s and his 30’s will bring.
Based on your reading, prepare a PowerPoint presentation that would help individuals like Jeff set goals related to career, health, and family. The presentations should discuss the relationship between lifestyle choices and health risks. In addition, it should address how factors like personality and attachment may influence both career- and family-related goals. Finally, address diversity in the presentation. Explain how your plan could be adapted to fit the needs of different socioeconomic or ethnic groups.
Your PowerPoint presentation should include an introduction, a conclusion, and detailed speaker’s notes. Include your references on one slide.
Develop a 6–8-slide presentation in PowerPoint format with speaker’s notes. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.ppt.
In order for this assignment to be compatible with TurnItIn, you will need to save your PowerPoint presentation as an Adobe PDF file. To do this, open your presentation in Microsoft PowerPoint. Choose "Save As" from the File menu, then choose "Adobe PDF". Before saving your file, click on the Options button and check the box next to "Convert Speaker Notes." Now choose to save your file. Your speaker notes will be included in your PDF file that you will submit for this assignment.
Note:
If your version of Microsoft PowerPoint does not have the option to include speaker notes, you will need to submit a Microsoft Word document that contains all information from your presentation, including the speaker notes.
By
Wednesday, December 14, 2016
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Developed logical and structured plan detailing specific ways young adults could set goals in the areas of career, health, and family.
30
Discusse.
Assignment 2 Past and Current Trends in Human ServicesIn this mod.docx
Assignment 2: Past and Current Trends in Human Services
In this module, you explored the past and current trends in human services.
Tasks:
Using the Argosy University online library resources and the Internet, research and read about the assignment topic. In a minimum of 200 words, respond to the following:
Identify events that you believe to have greatly impacted the field of human services and discuss them in detail.
Discuss both their intended and unintended consequences.
Additionally, discuss the importance and changing shape of networking as discussed in the readings.
.
Assignment 2 RA 2 Policy Proposal PaperFor this assignment, you .docx
Assignment 2: RA 2: Policy Proposal Paper
For this assignment, you will be building on the problem definition developed in
Module 4
and develop a policy proposal for advocacy and adoption.
Tasks:
Create a 10- to 12-page policy proposal, utilizing a minimum of five scholarly sources in your research. Address the following in your proposal:
State the social problem you wish to solve.
Analyze the policy development cycle and the influence of stakeholders throughout the process.
Discuss how the policy development cycle and the influence of stakeholders will be used to effect social change for your identified problem.
As a human services professional, examine your role in policy advocacy and coalition building for improving human services.
Describe all of the resources available to support your policy and how you would organize them.
Identify the steps you will take, including the use of social media, to build a coalition around the policy, highlighting your role in the process.
Determine a list of the different constituents you would engage to advance your policy goal.
Define the specific policy action to be pursued.
Develop the criteria for measuring the effectiveness of the policy for society if adopted.
.
Assignment 2 Midweek Production Assignment Pendente Lite Support.docx
Assignment 2: Midweek Production Assignment: Pendente Lite Support
Parents have a legal obligation to support their minor children. This gets complicated during the pendency of a divorce since the parties are not yet divorced and thus “final” orders cannot be entered. That does not relieve the parents of their obligation and if the non-custodial parent refuses support, a Motion must be filed with the Court to have the Court order the support. Further, read the scenario below and answer the following questions too.
Richard and Susan are in the process of a divorce. They had two children together during the course of their marriage. Richard refused to pay Susan child support for their children. Susan cannot support the children on her own and needs Richard to pay child support. Prepare a motion for Pendente Lite Child Support to compel Richard to pay Susan child support. Use the template to draft the motion.
On a separate page, cite all sources using the Bluebook format.
.
Assignment 2 Miranda RightsAs you learned in your readings, befor.docx
Assignment 2: Miranda Rights
As you learned in your readings, before interrogating a suspect in police custody, the police need to inform the suspect about his or her constitutional rights.
Tasks:
Assume you are a high-ranking official in a law enforcement agency and have ten years of experience in the field. You have been asked to make a presentation to newly sworn police officers about Miranda rights. While the rules for how and when Miranda rights should be given to suspects used to be relatively simple, they have changed dramatically over the past few years.
Utilizing the Argosy University online library, research how Miranda rights and the interpretation of the application of the Fifth and Sixth Amendments to the US Constitution have changed over time.
Prepare a 10- to 15-slide Microsoft PowerPoint presentation regarding these changes and address the following:
Describe the original Miranda case and the statements required for making a valid Miranda warning.
Explain under what circumstances Miranda rights are triggered.
Describe the changes in the Fifth and Sixth Amendments and the custodial protections that are provided under these.
Discuss the past, present, and possible future applications of the following for suspects in police custody:
The right to remain silent
The right to counsel
Submit the details in the Notes section of the presentation.
Submission Details:
Save the presentation as M4_A2_Lastname_Firstname.ppt.
By
Wednesday, October 5, 2016
, submit your presentation to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Described the original Miranda case.
8
Accurately identified and described the four statements required to make a valid Miranda warning.
12
Accurately identified and explained the circumstances under which Miranda rights are triggered.
8
Accurately identified and described the changes in the Fifth Amendment and the custodial protections provided under it.
16
Accurately identified and described the changes in the Sixth Amendment and the custodial protections provided under it.
16
Critically analyzed and explained the past, present, and possible future applications of the right to remain silent and the right to counsel.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Library Research—Training Police RecruitsChief Drape.docx
Assignment 2: Library Research—Training Police Recruits
Chief Draper has noticed that the behavior of many of his officers reflects a lack of understanding of many basic criminal justice concepts. Last week, he received a complaint about a patrol officer with ten years of experience on the force. The complaint alleged that the officer pulled over a car for a traffic violation and allowed the driver to leave with a verbal warning after the driver gave him free football game tickets. Another complaint involved the Special Weapons and Tactics (SWAT) supervisor. In this complaint, it is alleged that the SWAT team broke down the door of a suspected drug dealer only to find that it had the wrong house. The team later found the suspected dealer at another location and arrested and interrogated him before reading the Miranda warnings. These are only a few of the complaints being reviewed, and Chief Draper believes that police recruits need more training on the following topics:
Discretion
Ethics
Probable cause
Plain view doctrine
Arrest
Good faith exception
Miranda
Reasonable suspicion
Use of force
Racial profiling
Tasks:
Prepare a 12- to 14-slide Microsoft PowerPoint presentation with your recommendations of the important points that should be addressed in the training of police recruits.
Devote at least one slide to each of the ten topics listed.
Use court cases to support your explanations.
Use the Notes section to provide for deeper exploration of each topic.
Include a cover slide and at least one slide at the end of your presentation to reference your sources, formatted in the APA style, that link back to your in-text citations and support your recommendations. See your Argosy Handbook or APA materials to properly cite your text.
Submission Details:
Save the final presentation as M2_A2_Lastname_Firstname.ppt.
By
Wednesday, June 22, 2016
, submit your final presentation to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Prepared a Microsoft PowerPoint presentation with important recommendations on the listed topics, at le
.
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Assignment 2 Project Paper – Comparative EssayDue Week 8 an.docx
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Assignment 2 Overview of Interviewing and InterrogationA criminal.docx
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Assignment 2 Physical Development in Early AdulthoodDuring early .docx
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Assignment 2 Midweek Production Assignment Pendente Lite Support.docx
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Assignment 2 Miranda RightsAs you learned in your readings, befor.docx
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Assignment 2 Library Research—Training Police RecruitsChief Drape.docx
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