Preface |
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ix | |
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1 | (33) |
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The Importance of Program Evaluation |
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1 | (4) |
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5 | (1) |
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Characteristics of ``Good'' Programs |
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5 | (7) |
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Program Evaluation Defined |
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12 | (1) |
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Reasons Why Programs Are Evaluated |
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13 | (1) |
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Motivations for Program Evaluation |
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14 | (4) |
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Overcoming the Subjective Perspective |
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18 | (4) |
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Philosophical Assumptions of Program Evaluation |
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22 | (4) |
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26 | (3) |
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29 | (5) |
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Ethical Issues in Program Evaluation |
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34 | (21) |
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Historical Background: The Origin and Growth of Institutional Review Boards (IRBS) |
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34 | (1) |
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35 | (5) |
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How Ethical Guidelines Get Operationalized |
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40 | (3) |
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Research with Special Populations |
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43 | (1) |
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Ethical Issues Pertaining to Diverse Cultures and Groups |
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44 | (3) |
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The Practitioner-Evaluator's Ethical Responsibilities |
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47 | (5) |
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Concluding Thoughts on Ethics and Evaluation |
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52 | (3) |
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55 | (28) |
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What Is Needs Assessment? |
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55 | (2) |
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57 | (2) |
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Planning a Needs Assessment |
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59 | (2) |
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Selecting a Needs Assessment Approach |
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61 | (8) |
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Convergent Analysis and Multimethods Approaches |
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69 | (3) |
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Thinking Creatively About Needs Assessment |
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72 | (4) |
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76 | (7) |
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Qualitative an Mixed Methods in Evaluation |
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83 | (25) |
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83 | (1) |
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What Is ``Qualitative Evaluation''? |
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83 | (1) |
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When Is Qualitative Evaluation Useful? |
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84 | (2) |
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Qualitative Methods and Evaluation of Practitioners In Situ |
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86 | (1) |
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Methods of Qualitative Evaluation |
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86 | (7) |
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Managing and Organization Data |
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93 | (1) |
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93 | (1) |
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94 | (2) |
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96 | (2) |
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Disseminating and Advocacy |
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98 | (4) |
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Examples of Qualitative Evaluations |
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102 | (6) |
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Formative and Process Evaluation |
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108 | (33) |
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108 | (4) |
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112 | (1) |
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Conducting a Formative Evaluation |
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113 | (3) |
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116 | (1) |
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117 | (4) |
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121 | (1) |
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Becoming a Program Monitor |
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122 | (1) |
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Mission Statements, Goals, and Objectives |
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123 | (4) |
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Writing Program Objectives |
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127 | (2) |
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What Should Be Monitored? |
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129 | (3) |
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132 | (2) |
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134 | (3) |
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137 | (4) |
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Single System Research Designs |
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141 | (34) |
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What Are Single System Research Designs? |
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141 | (2) |
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Selecting Outcome Measures |
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143 | (2) |
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Assessing Measures Over Time |
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145 | (1) |
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145 | (2) |
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Notation and General Principles |
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147 | (1) |
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148 | (4) |
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Quality Assurance Studies |
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152 | (2) |
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Summative Evaluation Designs |
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154 | (3) |
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157 | (5) |
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162 | (3) |
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165 | (2) |
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167 | (1) |
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Ethics of Single System Research Designs |
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168 | (2) |
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170 | (5) |
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175 | (19) |
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The Importance of Monitoring Consumer Satisfactions |
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175 | (2) |
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The Problems with Client Satisfactions Studies |
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177 | (3) |
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A Sampling of Recent Client Satisfaction Studies |
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180 | (1) |
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Annotations about Client Satisfaction |
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181 | (2) |
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Explanations for High Ratings |
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183 | (1) |
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Recommendations for Client Satisfaction Studies |
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184 | (10) |
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194 | (13) |
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Nonprobability Sampling Designs |
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194 | (4) |
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Probability (Scientific) Sampling |
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198 | (2) |
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Considerations in Selecting a Sample |
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200 | (1) |
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How Big Should the Sample Be? |
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201 | (3) |
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204 | (3) |
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207 | (48) |
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What Are Group Research Designs? |
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207 | (1) |
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Starting an Outcome Evaluation |
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208 | (2) |
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Outcome Evaluation Designs |
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210 | (2) |
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General Principles of Group Research Designs |
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212 | (1) |
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Pre-experimental Research Designs |
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212 | (11) |
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Quasi-Experimental Research Designs |
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223 | (6) |
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Some Threats to Internal Validity |
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229 | (1) |
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Protection Against Alternative Explanations |
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229 | (5) |
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234 | (7) |
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Efficacy and Effectiveness studies |
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241 | (1) |
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What About Negative Outcome studies? |
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242 | (3) |
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A Note About the Term Experiment |
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245 | (2) |
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247 | (8) |
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Cost-Effectiveness and Cost Analysis |
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255 | (16) |
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Cost as an Evaluate Criterion |
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255 | (2) |
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Example of a Cost-Effectiveness Evaluation |
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257 | (1) |
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How to Do a Cost-Effectiveness Study |
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258 | (2) |
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260 | (2) |
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262 | (3) |
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265 | (6) |
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Measurement Tools and strategies |
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271 | (30) |
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Importance of Measurement |
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271 | (2) |
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273 | (2) |
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275 | (10) |
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Locating Appropriate Instruments |
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285 | (3) |
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Constructing ``Good'' Evaluation Instruments---Questionnaire Design |
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288 | (3) |
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Troubleshooting Question---An Opportunity to Apply What You've Learned |
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291 | (10) |
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Illustrations of Instruments |
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301 | (16) |
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Criteria for Selecting Evaluation Instruments |
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302 | (1) |
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303 | (2) |
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305 | (2) |
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Rosenberg Self-Esteem Scale |
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307 | (2) |
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Evaluation Self-Efficacy Scale |
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309 | (2) |
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Policy Advocacy Behavior Scale |
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311 | (3) |
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The Community Attitudes Toward Sex Offenders Scale (CATSO) |
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314 | (3) |
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317 | (24) |
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317 | (4) |
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321 | (3) |
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Program Drift and the Transfer of Programs |
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324 | (1) |
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Political Nature of Evaluation |
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325 | (3) |
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The ``Threat'' of Evaluation |
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328 | (1) |
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Guidelines for Evaluation in Politically Charged Arenas |
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329 | (3) |
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Culturally Sensitive Evaluation Practice |
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332 | (4) |
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336 | (5) |
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341 | (32) |
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What Does It Mean to Analyze Data? |
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341 | (1) |
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Data Analysis and the Computer |
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342 | (1) |
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343 | (2) |
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345 | (6) |
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351 | (9) |
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360 | (2) |
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Myths About Statistical Significance |
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362 | (2) |
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364 | (1) |
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Using Statistics in Reports |
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365 | (2) |
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Type I and Type II Errors |
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367 | (3) |
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370 | (3) |
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Writing Evaluation Proposals, Reports, and Journal Articles |
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373 | (20) |
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Components of the Evaluation Proposal and Report |
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373 | (10) |
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Considerations in Planning and Writing Evaluation Reports |
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383 | (1) |
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Common Mistakes made by Students in Writing Evaluation Reports |
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384 | (3) |
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Checklist for Writing and Assessing Evaluating Reports |
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387 | (1) |
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The Utilization of Evaluation Reports |
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387 | (2) |
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Writing for Professional Publication |
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389 | (4) |
Index |
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393 | |