Program Theory-Driven Evaluation Science

Donaldson, Stewart I.

doi:10.4324/9780203809730

Cited by 215 publications

(281 citation statements)

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“…Major elements of PT could be composed of the following: (a) the problem area, or behavior to be addressed by the program and the target population and context conditions; (b) program content, or skills to be acquired that will be sufficient to produce an effect; and (c) key responses and outcomes of the program by domain. PT may derive from a variety of sources such as previous research findings, social science theory, program designers, or, if necessary, from the evaluator (Donaldson, 2007;Reynolds, 1998). The terms PT and ""program logic"" are often used interchangeably by evaluators, but there appears to be growing recognition that they actually serve different functions (Chen, 2006).…”

Section: Issn: 2320-5407mentioning

confidence: 99%

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

Lin¹,

Wu²,

Chu.³

2017

IJAR

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This study aimed to apply Self-Regulated Strategy Development (SRSD) theory and logical model to design, implement, and evaluate SRSD program (SRSDP) in order to learn the impacts of SRSDP on junior high school students" self-regulated learning strategy of writing, writing performance, and learning motivation of writing. The participants consisted of 31 seventh graders. The SRSDP had been implemented for 12 weeks. During the research period, the data were collected through teaching journals, worksheets, teacher"s observation records, focus group interview, and scales of writing learning motivation, writing self-regulated strategy, and writing performance. This study only reported the findings of quantitative results. Quantitative data analysis included descriptive analysis and t-test. The findings of this study confirmed SRSDP had positive influences on students" writing learning including enhancing students" self-regulated learning strategy of writing, writing performance, and learning motivation of writing. Based on the findings, the conclusion and discussion were also made in this study. …………………………………………………………………………………………………….... Introduction:-Writing has been one of focus for Language Art education because the process of writing can cultivate students" various capabilities, including integration, expression, logic, organization, reflection, critical thinking, social cognitions, and appreciation. These capabilities not only contribute to personal daily life and academic performance, but also benefit the development of their careers in the future (Fitzgerald, 2013;). However, due to the complexity and difficulty of writing, many junior high students have negative feelings toward writing, even regard it as boring and stressful. Several studies conducted in Taiwan setting revealed that writing skills ought to be improved in secondary school level (Gao, 2006;Xu & Yang, 2010;Yang, 2006) such as purposive sampling, structure, organization, spelling, formatting, and punctuation. Many factors might contribute to the poor writing. One of them might be students themselves. According to Harris, Graham, and Adkins (2015), skilled writing is complex, requiring extensive self-regulation of a flexible, goal-directed, problem-solving activity. Knowledge about writing (including genre knowledge) and strategies for planning and text production are also critical . If students lack background knowledge about writing, interest, meta-cognition, and motivation, it is impossible to have good writing performance; another factor could come from teachers" teaching. If a teacher cannot apply the appropriate teaching model and strategies for writing, it might be impossible to deliver his/her teaching Corresponding Author:-Su-ching lin. Address:-National changhua university of education; ming-chuan university; yun lin junior high school, taiwan.

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Section: Issn: 2320-5407mentioning

confidence: 99%

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

Lin¹,

Wu²,

Chu.³

2017

IJAR

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“…Program theory can also be used to guide evaluation (Coryn et al, 2011). That is, by making explicit the 'theory' or assumptions behind an intervention, program theory can serve to identify evaluation questions which can be examined, thereby enabling assessment of how well the theory 'stands up' to scrutiny (Donaldson, 2007).…”

Section: Theory-based Evaluationmentioning

confidence: 99%

“…Thus, the evaluation was able to trace the design of the initiative and explore its early implementation. Program theories are typically developed through analysis of literature and research on similar programs, reviews of program documentation, direct observation and data collection with key stakeholders (Donaldson, 2007;Rogers, Petrosino, Hacsi, & Huebner, 2000). Data collection for this exploratory evaluation involved a multimethod qualitative approach comprising four key data sources: (i) key documentation; (ii) observational work; (iii) one-to-one interviews; and (iv) group discussions.…”

Section: Data Collectionmentioning

confidence: 99%

A theory-based evaluation of a community-based funding scheme in a disadvantaged suburban city area

Hickey

McGilloway

O'Brien

et al. 2015

Evaluation and Program Planning

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“…Furthermore, there are also factors about the self-efficacy and organizational support. Thus, efforts to find the factors that promote behavior of nurses who participated in the training will have a broader and deeper to gain information on how to improve the implementation of future training project (Donaldson, 2007;Kirkpatrick, & Kirkpatrick, 2006;Nakrošis, 2014) as well as into the strategies for management effectively serve their multiple stakeholders. Recognition of the training methods and measurement techniques are crucial for the organization's training success (Alipour et al, 2009).…”

mentioning

confidence: 99%

"Development of the Indicators and Instrument to Evaluate the Effectiveness of the Professional Nurse Training Project: An Application of Kirkpatrick’s Model and Theory-Based Evaluation Approaches "

Thuraphun

Panhoon²,

Wongwanich³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Professional nurse training is very important aspect for enhancing the effectiveness of continuing nursing education and to accumulate continuing nursing education unit for the renew of license; however, there are no specific the indicators and the measure instruments for the effective solution evidence in Thailand. The purposes of this research sought to develop the indicators and instrument to evaluate the effectiveness of the professional nurse training project, by using two approaches. An application of Kirkpatrick's model focused on training and previous researches. Theory-based evaluation approach was built from literature reviews. The first phase of the study was the developing of the indicators and instrument, on the other hand of the second phase was the building instrument to evaluation effectiveness of training project and testing. This research proposes a comprehensive and systematic approach with a discussion of methodology related to developing of the indicators and instrument to evaluate on the professional nurse training project effectiveness in all steps of assessment, implementation and evaluation.

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Program Theory-Driven Evaluation Science

Cited by 215 publications

References 0 publications

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

A theory-based evaluation of a community-based funding scheme in a disadvantaged suburban city area

"Development of the Indicators and Instrument to Evaluate the Effectiveness of the Professional Nurse Training Project: An Application of Kirkpatrick’s Model and Theory-Based Evaluation Approaches "

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