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Teresa Boyd Cowles of the Connecticut Department of Education offers self-reflective strategies evaluators can use to enhance their multicultural competency.
Education reform policies place new emphasis on educational technology. Katherine McMillan Culp and Margaret Honey from the Center for Children and Technology have learned the importance of research rigor and local validity in their evaluations of educational technology.
Lois-ellin Datta of Datta Analysis points to the importance of studying control and comparison group experiences when conducting experimental studies.
Eric Dearing, from the University of Wyoming, explains some of the basic uses of multilevel modeling, using examples from family involvement research and evaluation.
Many nonprofits collect data to measure their impact. But as Ginny Deerin, CEO of WINGS for kids, describes, they can also mine a treasure trove of performance data to improve their program models even before they undergo the scaling process.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
David Diehl of Family Support America outlines their top evaluation projects: compiling an online national database of family support programs and developing new ways to measure the effectiveness of family support programs.
Edward Dieterle, from Harvard University's Handheld Devices for Ubiquitous Learning Project, discusses the potential of using wireless handheld devices for evaluation.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the community-based initiatives.
Jacqueline Dugery of the Pew Partnership for Civic Change offers some innovative ways to build on organizational learning to engage in strategic communications campaigns.
Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.
Nancy Dunton of the New York State Department of Social Services discusses the challenges to data capacity for outcome-based accountability.
Ann Dykman of MPR Associates illustrates that an organization's culture and mindset are important factors in the success of using evaluation for continuous improvement.
Mark Dynarski and Mary Moore of Mathematica Policy Research, reveal the challenges of evaluating a national program implemented in multiple locations with inherently different key elements.
Jacquelynne Eccles, Professor at the University of Michigan, shares her thoughts about the contribution of developmental research to the after school conversation and the need for an infrastructure to support this.
Sharon Edwards and Ira Cutler of Cornerstone Consulting Group explain how organizations can use reflective assessments to assess their progress and consider the choices ahead.
Marcia Egbert and Susan Hoechstetter offer nine principles to guide advocacy evaluation, based on a recent and groundbreaking Alliance for Justice tool on this topic.
Molly Engle and James Altschuld reveal some recent trends in university-based evaluation training.
Serene Fang of Harvard Family Research Project explains the Citizen Research method to better inform and engage citizens in understanding and influencing policymaking.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
Ronald Ferguson, Director of the Achievement Gap Initiative and Lecturer at Harvard University, proposes that parents must be part of a broader movement for excellence with equity.
David Fetterman of Stanford University and the California Institute of Integral Studies describes empowerment evaluation.
David Fetterman, from the Schools of Medicine and Education at Stanford University, describes how technological tools can be integrated into the practice of empowerment evaluation.