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2015 - SRCD Biennial Meeting Words: 489 words || 
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>. 2018-08-14 <>
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.

2016 - American Society of Criminology – 72nd Annual Meeting Words: 9 words || 
2. Phaneuf, Shannon. "Program Fidelity and Implementation of School-Based Crime Prevention Programming" Paper presented at the annual meeting of the American Society of Criminology – 72nd Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2018-08-14 <>
Publication Type: Roundtable Paper
Abstract: Program Fidelity and Implementation of School-Based Crime Prevention Programming

2017 - Comparative and International Education Society CIES Annual Meeting Words: 595 words || 
3. Meyer, Allison. "Cultural Identity and Exchange: A Program Evaluation of the Fulbright Program's English Teaching Assistantship in Turkey" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2018-08-14 <>
Publication Type: Panel Paper
Abstract: With a foundation of cultural diplomacy, student exchange programs, such as the Fulbright Program, seek to promote interactions between countries, deepening individual cultural understanding and advancing national public diplomacy goals. The mutual benefits of effective cultural diplomacy foster improved political, cultural, and security relationships. Given that today’s cultural and political animosity between the Middle East and the U.S. has resulted in a decline of the U.S. national image and increasingly negative views of U.S. citizens (Kohut and Stokes 2006), it is particularly important to maintain evaluation of student exchange programs in these countries. Yet, how can we best evaluate the degree to which cultural diplomacy programs meet intended goals and outcomes?
The proposed paper is an evaluation of the Turkish ETA Program. As the flagship U.S. international exchange program, a model upon which following student exchange programs were built, constant evaluation of the Fulbright Program is needed to ensure that cultural diplomacy has been successfully established and is maintained. While an evaluation of the Scholar program was conducted in 2002 (Ailes and Russell 2002), there is a substantial research gap in more recent evaluation of the ETA Program. To that end, this evaluation of the Turkish Fulbright ETA Program will assess how the goal of cultural diplomacy is qualitatively operationalized through analysis of program goals and interviews with contributing U.S. and Turkish stakeholders.
The Fulbright Program aims to foster cultural understandings through contact and relationships. Allport’s “contact hypothesis” (1954) suggests contact and communication amongst and between adverse populations can create intergroup cooperation, understanding, and reduce prejudice. Reformulated by Pettigrew as “intergroup contact theory,” contact can also increase friendship potential and positive outlooks among groups (Pettigrew 2006). Therefore, ETA Program success can in part be measured through increased, positive participant/community relations.
While cultural diplomacy cannot be easily measured, qualitative methods can capture the complex dynamics of human relations (Schneider 2006). This evaluation will consist of semi-structured interviews constructed using an “intergroup contact theory” lens. One criticism of previous studies built on contact theory is the particular focus on the U.S. perspective, missing the local/community voice. To more effectively analyze intergroup harmony, many contributing stakeholders will be involved in this evaluation, capturing diverse perspectives from both the U.S. and abroad.
ETA participants from 2012-2016 cohorts, Turkish co-teachers of ETAs, members of the Turkish Fulbright Commission, and Turkish Regional English Language Officers from 2012-2106 will be interviewed, speaking in their professional capacity. Interviews will be thematically coded based on Fulbright Program goals of cultural diplomacy: increasing mutual understanding, strengthening country ties, promoting international cooperation, and developing friendly, peaceful relations.
It is critical to do periodic program evaluations to examine the intersectionality of expected goals vs. realistic outcomes. This evaluation will give insight into program successes, hindrances, and impacts, resulting in recommendations to bluster success of the Turkish ETA program in terms of enhancing cultural diplomacy. These recommendations may also be broadened for the use of ETA programs in other countries.

Ailes, C.P. and Russell, S.H. (2002). Outcome assessment of the U.S. Fulbright Scholar
Program: Executive report, Arlington, VA: SRI International.
Allport, Gordon. (1954). The nature of prejudice. Reading, MA: Addison-Wesley Publishing Co.
Kohut and Stokes, (2006). American against the world: How we are different and why we are
disliked, New York, New York: Henry Holt and Co. LLC.
Pettigrew, Thomas. (2006). Intergroup Contact Theory. Annual Review of Psychology, 49, 65-85.
Schneider, Cynthia P. (2006). Cultural diplomacy: Hard to define, but you’d know it if you saw
it. The Brown Journal of World Affairs, 13(1), (191-203).

2017 - Comparative and International Education Society CIES Annual Meeting Words: 891 words || 
4. Schimonek, Elisangela. and Adrião, Theresa. "More Education Program and School Full Time Program: actions of the federal government to decrease educational inequalities in Brazil and Portugal" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-08-14 <>
Publication Type: Roundtable Paper
Review Method: Peer Reviewed
Abstract: This work was developed under the Group of Studies and Research in Educational Policies (GREPPE / Unicamp) and aims to analyze the national policy of expanding the school day time of Brazilian students through the More Education Program (PME) and Portuguese students through School Full Time Program (PETI). The work present some results of the programs that intend to reduce educational inequalities, those design program is limited to ensuring the improvement of educational outcomes in external evaluations.
The More Education Program (PME) was established by the Interministerial Ordinance No. 17/2007, as a Ministry of Education's strategy to induce the extension of the school day and curriculum organization, which is aimed primarily at low schools Ideb (basic education development index) and / or located in areas of social vulnerability, with the stated purpose reduce educational inequalities, promote the appreciation of cultural diversity and ensure quality education (BRAZIL, 2013).
The School Full Time Program (PETI) was created by Order No. 12,591 / 2006 with the aim of offer a set of enriching learning curriculum, and promote the relationship between the school functioning and organization of social responses to family support (PORTUGAL, 2006) . Conceives the school as a platform of equal opportunities in the service of reducing social inequalities (PIRES, 2011).
Both education programs full-time, are within the context of global education policies, guided by international organizations guidelines such as the Organization for Economic Cooperation and Development (OECD) and the World Bank, it is understood as mechanisms for reducing inequalities education and promotion of a quality education, whose effectiveness is measured by the results obtained in large-scale assessments, such as the Programme for International Student Assessment (Pisa).
Lima (2011) explains that the State Evaluator model does not abandon the old traditions of the Weberian bureaucratic model of state power control, leading to homogenization (curriculum, school organization and educational project), competitiveness (between and within schools) selectivity (of the fittest and prepared).
The results of this qualitative and quantitative study, conducted through literature review, documentary research in primary sources, in addition to the collection, systematization and statistical analysis of official data published by the Ministry of Education of Brazil and Portugal, have shown that the Brazilian government to reduce educational inequalities, bet on a focused policy (PME), compensatory, for some students of elementary and middle school (1st to 9th grade), belonging to socially vulnerable groups, proposing the offer of socio varied activities after school conducted by volunteers without concern for the consolidation of an articulated curriculum for full-time education.
In addition to volunteers, other social actors are invited to participate in the mapping, enabling spaces and management of More Education Program. Adrião and Peroni (2005) warn that educational demands, particularly those not covered by the mandatory steps, have been met privately for atomized social actors: private institutions, non-profit organizations, businesses, local community groups, churches etc. which is enjoying, including public subsidy.
The Portuguese government has designed a universal policy of expanding the school hours (PETI), whose provision became mandatory to all students of the 1st cycle (1st to 4th year of primary school) and optional frequency, and offered after school activities the Enrichment Curricular- AEC (teaching English, music, sport and physical activity), conducted by qualified professionals (PORTUGAL, 2006). The AEC began to occupy a restricted space of the curriculum, but there was investment in the expansion of the core content, increasing the "school form".
Pires (2014) says that the PETI extended school work time of the student, a hiperescolarização trend. From this perspective, Canário (2005) explains that this trend gives the school a monopoly on educational activities, devaluing the knowledge not acquired by the school route.
Such programs, with the same purpose and different proposals, oscillating between the supply of decontextualized activities after school (Brazil) and those who favored the expansion of the formal curriculum (Portugal), triggered actions which promote a small improvement in the rates of external evaluations and school flow, this is still insignificant. In Brazil, if we compare the indicators obtained by schools that have implemented the PME with schools "less unequal", we observe that the first do not reach the national average in these indexes.

1. Ideb- Indicator calculated based on data about school flow and average performance in external evaluations.

ADRIÃO, T. ; PERONI, V . (Eds.). Presentation. In: ADRIÃO, T.; PERONI, V. (Eds.). The public and private education: interfaces between state and society. Sao Paulo: Shaman, 2005. p. 9-11.

BRAZIL. Regulatory Decree No. 17 of 24/04/2007. Establishing the More Education Program. Official Gazette, Brasilia, DF 27 April 2007, Section 1, p. 5-6, 2007.

________. Decree No. 7,083, of January 27, 2010. Regulates the More Education Program. Official Gazette, Brasilia, DF, Jan 27. 2010, Section 1, p. 2, 2010.

________. More Education Program- Step by Step. Brasilia, MEC, 2013.

CANÁRIO, R. What is the school? A "look" sociological. Porto: Porto Publisher, 2005.

LIMA, L. School administration: studies. Porto: Porto Publisher, 2011.

PIRES, C. School Full Time: questioning of a "model" of implementation. In: C. Reis & F. Neves (Coord.), Proceedings of the XI book Congress of the Portuguese Society of Educational Sciences (Vol IV.). Guard: Polytechnic Institute of Guarda, 2011. Available at: Access: 25 September 2016.

________. School Full- Time Contributions to analysis of public policy education. Santo Tirso (Portugal): 1st Ed De Facto Publishers, 2014.

PORTUGAL. Order No. 12591 of 16 June 2006. It establishes the School Full Time Program. Republic Diary, Series II, No. 115 - June 16, 2006 Available at: . Access: 26 September 2016.

2017 - Biennial Conference of the Society for Community Research and Action Words: 306 words || 
5. Patel, Sita., Unanue, Isabel., Crittenden, Persephone., Froming, Karen., Brown, Lisa. and Froming, William. "Trauma healing and peace education programs in the Central African Republic: A brief qualitative approach to informing program implementation" Paper presented at the annual meeting of the Biennial Conference of the Society for Community Research and Action, University of Ottawa, Ottawa, Ontario, Canada, <Not Available>. 2018-08-14 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The Central African Republic (CAR) has experienced decades of social and political conflict, including recent incidents of mass scale violence. The 2013 conflict left over 600,000 people internally displaced, and over half the total population experiences post-traumatic stress and on-going fears of violence (UNICEF, 2014). Often ranked the 3rd poorest country in world (World Report, 2014), there is an extremely limited infrastructure to address the urgent and numerous mental health needs (Vinck & Pham, 2010). In response, an interdisciplinary consortium was created to address multiple community needs. One arm of the partnership is to train local community leaders to implement trauma healing and peace education programs in the country’s capital city, Bangui.

Informed by a developmental model for contextualizing clinical research in low resource settings (DIME; Bolton, 2016), a brief qualitative assessment phase was carried out. Data was collected from community leaders who participated in three focus groups. Participants discussed current social problems, perspectives on mental health issues and treatment, and offered suggestions to address social and psychological needs. Using a thematic content analysis approach to qualitative analyses (Green & Thorogood, 2004), preliminary results reflect five core themes: (1) behavioral approaches to emotion expression, (2) trauma as complex and culturally-bound, (3) social implications of trauma, (4) diverse and traditional approaches to treatment, and (5) limited mental health infrastructure.

This presentation will conclude with a discussion of challenges to implementing clinical research in CAR, including the complexity and urgency of multiple intersecting psychosocial needs, as well as funding limitations and priorities. Given the potential for psychological intervention to be ineffective or even harmful, even brief developmental steps are essential steps to adequately inform and implement any intervention. Using an ecological approach that values all constituencies’ priorities and needs is an essential component of transforming research into action.

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