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2015 - SRCD Biennial Meeting Words: 489 words || 
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1. Goldberg, Jessica., Bumgarner, Erin., jacobs, francine., Contreras, Mariah., Fosse, Nathan., Raskin, Maryna., Easterbrooks, Ann. and Mistry, Jayanthi. "Measuring Program Fidelity in the [Program Name] Home Visiting Program" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2018-05-26 <http://citation.allacademic.com/meta/p962730_index.html>
Publication Type: Presentation
Abstract: With the passage of the Patient Protection and Affordable Care Act (2010), states have received over $1.5 billion for evidence-based home visiting programs, yet questions remain about how faithfully such programs are being implemented. This question is crucial for contextualizing program effects that vary considerably depending on how faithfully programs operate according to model standards (Durlak & DuPre, 2008). The proposed study informs this discussion by describing two indices of fidelity created for a statewide home visiting model evaluation. Guided by Carroll and colleagues (2007), who identified five aspects of fidelity measurement (i.e., adherence to the model, dosage, quality of service delivery, participant engagement/responsiveness, and identification of successful program elements) – we configured two indices of model fidelity: (1) program-level fidelity scores, reflecting the degree to which programs operated as intended by the model, and (2) individual-level fidelity scores, reflecting the degree to which individual evaluation participants used services as the model intends. We then explored associations between indices of fidelity and (a) maternal characteristics, and (b) other indices of program operations (e.g., duration). Finally, using a multi-level modeling (MLM) framework, we explored whether mother and child outcomes varied as a function of fidelity.
Fidelity scores were calculated using data from the program’s MIS, in which home visitors recorded all program-related activities. Data covered four fiscal years. Eleven indicators of fidelity were selected from the program’s “critical program elements” (see Table 1); both individual- and program-level fidelity scores ranged from 0 to 1, where 0 = total lack of fidelity to the program model and 1 = total adherence to the model. Program-level fidelity scores were calculated for all programs sites statewide (n = 26), averaged across fiscal years, and then assigned to each evaluation participant based on the program in which she spent the most time. Individual-level fidelity scores were calculated as a proportion of the indicators met by each evaluation participant (n = 433).
There was greater variability in individual-level fidelity scores compared to program-level fidelity (see Figure 1). Average program-level fidelity scores were quite high (M = 0.74, range 0.71- 0.80). In contrast, individual-level fidelity scores were widely distributed (M = 0.54, SD = 0.24). Program-level fidelity was not related to most indicators of mothers’ utilization, in contrast to individual-level fidelity And while program-level fidelity was not related to most maternal characteristics, Individual-level fidelity was related to several (e.g., depression, employment, living arrangements). MLM analyses indicated that outcomes varied depending on program-level fidelity; for example, mothers in higher fidelity programs had a lower probability of cigarette smoking and drug use, and had children who scored higher on child responsiveness. Unlike the case of program-level fidelity, associations between individual-level fidelity and outcomes were not always in the expected direction. For example, mothers with higher individual-level fidelity scores were less likely to have a repeat birth within two years, but more likely to report intimate partner violence. These results suggest additional program strategies for participant outreach and engagement.

2013 - ASC Annual Meeting Words: 203 words || 
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2. Lamb, Kathleen. "An Evaluation of Substance Abuse Treatment Programs in Ohio Prisons: The Impact of Program Discharge Status on Recidivism" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, Nov 19, 2013 <Not Available>. 2018-05-26 <http://citation.allacademic.com/meta/p675065_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: The present study seeks to evaluate the relationship between completion of intensive outpatient substance abuse treatment programs in the Ohio prison system and the likelihood of recidivism one year after release from prison. Preliminary analyses conducted on 2578 male and female offenders at thirty Ohio institutions released from prison by the end of 2011 find a strong and significant bivariate relationship between discharge status and recidivism rates. Seven percent of offenders who successfully completed the prison-based intensive outpatient program were reincarcerated, compared to nearly 12% of offenders who where unsuccessfully discharged. Multivariate analyses show that being unsuccessfully discharged from an Ohio prison-based substance abuse treatment program significantly increases the odds of recidivism after release, relative to having successfully completed a program. Once offender characteristics are taken into account, the impact of discharge status on recidivism is explained by inmate security level during incarceration. These results show potential for positive effects of Ohio prison-based substance abuse treatment programs among some inmates. Future research must uncover among which groups of offenders treatment discharge status is most strongly associated with reduced recidivism, and whether effects of prison-based treatment hold over longer follow-up periods as more participants are released from prison.

2013 - ASC Annual Meeting Words: 121 words || 
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3. Crittenden, Courtney. and Koons-Witt, Barbara. "Gender and Programming: A Comparison of Program Participation in U.S. Prisons" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, Nov 14, 2013 <Not Available>. 2018-05-26 <http://citation.allacademic.com/meta/p664224_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: The criminal justice system has consistently struggled with how to address women offenders. In corrections, where women represent a clear minority in the inmate population, they have often been managed and supervised using the same policies and programming used in male prisons. However, the treatment of men and women in U.S. prisons has changed and evolved over time and significant progress has been made. The purpose of the current study is to examine correctional programming in the U.S. and disparities or differences of inmate participation in these programs using national level survey data. Specifically, whether or not program participation varies due to inmate gender is examined. Additionally, whether or not self-identified needs of inmates influences programming participation is also examined.

2012 - UCEA Annual Convention Pages: unavailable || Words: 6823 words || 
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4. Marshall, Ralph. "Principal Preparation Program Redesign: How Universities May Be Required to Redesign Their Programs" Paper presented at the annual meeting of the UCEA Annual Convention, City Center Marriott, Denver, CO, Nov 15, 2012 Online <PDF>. 2018-05-26 <http://citation.allacademic.com/meta/p585858_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper discusses selected research studies completed since 2005 funded by the Wallace Foundation that served as the catalyst for the Illinois state education agency’s efforts to promote legislation requiring a revamping of principal preparation programs. The paper also reports on findings from a study seeking the perceptions of sixty-four practicing educators from the Southeastern quadrant of Illinois concerning important topics that should be included in a redesigned principal preparation program.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 733 words || 
Info
5. Burrow, Jeff. "Identifying student and program characteristics that predict student development in study abroad programs" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2018-05-26 <http://citation.allacademic.com/meta/p554005_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In my doctoral dissertation, I plan to identify which student and study abroad program characteristics are the best predictors of student development. Study abroad programs are growing in popularity and an estimated 30,000 students from Canadian universities and colleges will study abroad this year (Bond et al., 2009). These programs are viewed as opportunities to promote Canada and Ontario as an educational destination and encourage research partnerships and collaborations among institutions (AUCC, 2007). Existing literature has indentified numerous benefits for students as well. Those who participate develop greater cross-cultural (Williams, 2005), personal (Angulo, 2008) and cognitive (Hadis, 2005) skills than those who do not. A second strand of research on study abroad examines the differences in skill development by individual program or student features. These studies demonstrate positive associations between longer program durations (Dwyer, 2004), living with host nationals (Vande Berg et al., 2009), females (Sutton & Rubin, 2010), studying abroad in a foreign language (Coleman, 1998) with overall skill development. Overall, the research supports that study abroad participation enhances student development in many areas and that specific program features or student characteristics lead to greater development. However, what has not yet been researched is which program features and student characteristics impact student development the most.

Given the importance stakeholders have placed on study abroad programs and the research documenting the impact on students, it is not surprising that increased attention and resources are directed at expanding the number and variety of programs for students. Whereas study abroad programs used to be yearlong programs for social science students in Western Europe, study abroad programs now vary widely in duration, curricular focus, language of instruction, and intercultural activities (Engle & Engle, 2003). Existing research supports the notion that study abroad programs can enhance development and that some individual program features or student characteristics, may promote greater development.

To investigate these relationships I will use Engle and Engle’s (2003) study abroad classification framework which identifies seven unique program features: program length, foreign language ability, language of instruction, curricular focus, student housing, structured cultural interaction, and guided reflection activities. This framework will be extended to include pre-existing student characteristics such as grades, gender, and program of study. My research explores three inter-related questions:

1) Do participants in a study abroad program develop greater analytic reasoning, critical thinking, capacity for action and intercultural communication skills compared to students who study at home?
2) Which student characteristics best predict the development of these skills?
3) Which particular study abroad program features are the best predictors of these skills?

This research will focus on study abroad students from six Canadian universities. I expect to have a sample of 1,200 study abroad students, and a similar sized control group. The skills will be measured by the Learning Outcomes from Study Abroad (LOSA) survey which was developed by the Associated Colleges of the Midwest (ACM) and is currently used by nearly 20 institutions in the U.S. (ACM, 2011). This instrument measures the development of analytical reasoning, critical thinking, capacity for action, and intercultural development skills by using scenario-based and Likert-style questions. To identify which, if any, specific student characteristics and program features have the most significant impact on the LOSA outcomes, I will use Multilevel Linear Modelling. This analysis technique accounts for both pre-test scores and student characteristics at the individual student level (level 1) while also identifying the effects of each program level variable (level 2) (Raudenbush & Bryk, 2002).

I am a second year PhD student in Higher Education at the University of Toronto and am preparing for my comprehensive exams. During CIES, I expect to be in the writing stage of my proposal. I am supervised by Dr Tricia Seifert, who has significant experience analyzing large data sets and in researching student development in higher education. My proposed study builds on my professional work and my master’s thesis on incoming exchange students. The findings from this research will of interest to the CIES community as it provides an empirical analysis of the Engle and Engle framework, a validity and reliability test of the LOSA survey tool and an identification of the program and student characteristics that best predict student development from study abroad programs. These findings can help students and advisors select more appropriate programs, and provide faculty who design study abroad programs advice on which features they should include in their programs to maximize student learning potential.

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