Journal articles: 'Curriculum evaluation. Sociology'

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KORKMAZ, Fahrettin, and Serkan UNSAL. "Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 75–92. http://dx.doi.org/10.14689/ejer.2017.69.5.

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Marodama, Eskiel. "PERSEPSI MAHASISWA PADA PELAKSANAAN KURIKULUM PROGRAM MAGISTER PENDIDIKAN SOSIOLOGI." Jurnal Pendidikan Sosiologi dan Humaniora 12, no. 1 (April 16, 2021): 37. http://dx.doi.org/10.26418/j-psh.v12i1.46327.

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The purpose of this study was to determine students' perceptions of the implementation of the curriculum, be it about the curriculum, implementation, and evaluation curriculum learning process. The method used is the quantitative method and the form of research is the survey. The results of this study indicate that (1) the perception of students towards higher education curriculum that is organized by the Master Program in Sociology of Education FKIP UNTAN for 21.78% of the total score of 25, showed that the average student agrees to the curriculum of higher education conducted, ( 2) students 'perceptions of the organization of higher education curriculum that is organized by the Master Program in Sociology of Education FKIP UNTAN for 21.44% of the total score of 25, showed that the average student agrees to the curriculum of higher education conducted, (3) students' perceptions evaluation of higher education learning process organized by the Master Program Sociology Education FKIP UNTAN for 88.4% of the total score of 86, showed that the average student agrees to the evaluation of higher education learning process is implemented.

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Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, Sarah Lucha, Jacqueline Maya-Silva, Emily Stebbins, and Lisa Chamberlain. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (April 5, 2017): 266–85. http://dx.doi.org/10.1177/1077801217697206.

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We used a community-based participatory research approach to develop, implement, and evaluate one of the first health curricula for female intimate partner violence (IPV) survivors residing at a transitional housing program. The curriculum comprised 12 workshops that were developed based on the survivors’ experiences, needs, and interests. Evaluation participants included 20 of the 37 women who attended at least one workshop, 12 workshop facilitators, and two housing center staff. Participants found the curriculum to be engaging, interactive, and helpful in building a supportive community. Suggestions for curricular improvement as well as opportunities for further research and curricular development are discussed.

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Hasanova, Samira. "A Qualitative Evaluation on Fiqh Education from İmam Hatip High Schools to Theology Faculties." SHS Web of Conferences 48 (2018): 01054. http://dx.doi.org/10.1051/shsconf/20184801054.

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Fiqh (Islamic law) has a central place in religious education. This paper attempts to attract attention to the central position of fiqh, which is defined as knowing one’s rights and duties; for this purpose the historical background of fiqh education from Ottoman madrasahs to the present is briefly covered, and its relation with basic Islamic sciences and Arabic, which is known as instrumental sciences, is displayed in the context of quality of education. In the paper the negative and positive aspects of the reflection of acquisitions on faculty education of İmam Hatip high school graduates in the case that they enter theology faculty are examined. Fiqh is related to such disciplines as construction, hadith and kalam based on religion; but it is also connected with such disciplines as philosophy, sociology and psychology which are not based on religion. The paper emphasizes the importance of including new fields such as Islamic law sociology and Islamic law philosophy in theology curricula and discussion is made on the necessity to open a space in the curriculum for these fields. The purpose here is to examine the problems in fiqh education in the process from İmam Hatip high schools to university and evaluate them from the perspective of students, lecturers and the curriculum.

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Migliaccio, Todd, and Jacqueline Carrigan. "Producing Better Writers in Sociology: A Programmatic Approach." Teaching Sociology 45, no. 3 (April 19, 2017): 228–39. http://dx.doi.org/10.1177/0092055x17705702.

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High-quality undergraduate student writing is a common and important objective for sociology programs while at the same time a continuous challenge. Programs often struggle to address writing adequately because of the difficulty of fully evaluating student writing and responding to any identified limitations, largely because of the impact on faculty workload. A comprehensive evaluation followed by a response to student writing in a large program was conducted by all faculty members. The result of the student writing analysis was the development of a departmental writing rubric, along with programmatic response to identified writing issues. After evaluation of student writing, key areas were identified with which students struggled (argumentative thesis development, citation, revision). These limitations were addressed using a consistent approach that was integrated into the core curriculum to address student writing in a more systematic manner, which minimized the impact on faculty workload.

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Keating, Mike, Cathal O'Siochru, and Sal Watt. "Dumbing down or beefing up the curriculum? Integrating an 'academic skills framework' into a first year sociology programme." Learning and Teaching 2, no. 2 (June 1, 2009): 66–95. http://dx.doi.org/10.3167/latiss.2009.020205.

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This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject.The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated using both quantitative and qualitative methods. Primarily concerned with evaluating staff and student responses to the new programme, this paper also raises some issues with regard to the methodologies of evaluation.

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Otok, Robert, Katarzyna Czabanowska, and Anders Foldspang. "Public health educational comprehensiveness: The strategic rationale in establishing networks among schools of public health." Scandinavian Journal of Public Health 45, no. 7 (November 2017): 720–22. http://dx.doi.org/10.1177/1403494817738498.

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The establishment and continuing development of a sufficient and competent public health workforce is fundamental for the planning, implementation, evaluation, effect and ethical validity of public health strategies and policies and, thus, for the development of the population’s health and the cost-effectiveness of health and public health systems and interventions. Professional public health strategy-making demands a background of a comprehensive multi-disciplinary curriculum including mutually, dynamically coherent competences – not least, competences in sociology and other behavioural sciences and their interaction with, for example, epidemiology, biostatistics, qualitative methods and health promotion and disease prevention. The size of schools and university departments of public health varies, and smaller entities may run into problems if seeking to meet the comprehensive curriculum challenge entirely by use of in-house resources. This commentary discusses the relevance and strength of establishing comprehensive curriculum development networks between schools and university departments of public health, as one means to meet the comprehensiveness challenge. This commentary attempts to consider a two-stage strategy to develop complete curricula at the bachelor and master’s as well as PhD levels.

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Aizawa, Shinichi. "National vigor and international silence: The background and development of Japanese sociology of education." International Sociology 36, no. 2 (March 2021): 206–18. http://dx.doi.org/10.1177/02685809211005352.

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This article addresses topics related to Japanese sociology of education over the past three decades. The main academic interests of Japanese sociology of education have been educational choice and socialization in secondary education, topics also discussed in Durkheim’s masterwork, L’Évolution pédagogique en France. The interests of Japanese researchers in the sociology of education were aroused because of drastic changes in the youth labor market in the mid-1990s and national curriculum reforms influenced by international educational evaluation, such as the Programme for International Student Assessment, in the 2000s. Though the number of empirical studies has increased substantially over the past two decades, this field must make efforts to develop its theoretical sophistication in order to connect to worldwide research on sociology of education.

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Jones, Loring, Thomas Packard, and Kristen Nahrstedt. "Evaluation of a Training Curriculum for Inter-Agency Collaboration." Journal of Community Practice 10, no. 3 (October 2002): 23–40. http://dx.doi.org/10.1300/j125v10n03_02.

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Stück, Elisabeth, Martin Wazlawik, Jasmin Stehr, Susanne Sehner, Daniel Schwerdt, Bernd Christmann, and Arne Dekker. "Teaching About Sexualized Violence in Educational and Clinical Institutions: Evaluation of an Interdisciplinary University Curriculum." Sexuality Research and Social Policy 17, no. 4 (February 19, 2020): 700–710. http://dx.doi.org/10.1007/s13178-019-00427-8.

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Abstract Introduction Sexualized violence is still a rather avoided topic in teaching at German universities, even though a remarkable proportion of the German population experienced child sexual abuse, including many in institutional settings (e.g., schools, clubs of leisure activities). This study examines the effectiveness of an interdisciplinary university curriculum about sexualized violence in educational and clinical institutions. Methods Students participated in seminars about sexualized violence, sexual socialization and education, and professionalism and ethics. In 2017/2018, n = 156 students assessed the curriculum before, immediately after and/or 6 months after participating. The assessment covers knowledge about and confidence in handling issues of sexualized violence and attitudes toward sex-related myths. The same questionnaires were used in a control group (n = 54). Results In the curriculum group, self-assessed and declarative knowledge improved, the students were more confident in their abilities to handle issues of sexualized violence in a professional way, and sex-related myths were rejected even more strongly after the curriculum. Conclusion The findings suggest that awareness and knowledge about sexualized violence in institutions can be increased and sustained through the use of the curriculum “Sexualized Violence in Institutions.” These encouraging results suggest that the curriculum should be taught in pedagogical and clinical disciplines at more universities. Policy Implications In view of the decentralized education system in Germany and the freedom of research and teaching at German universities, the curriculum can only be implemented on a voluntary basis. However, in terms of education policy, such an implementation could be supported by state-funded programs that provide lecturers both with necessary qualifications and necessary resources.

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Gondolf, Edward W., Larry Bennett, and Eric Mankowski. "Lessons in Program Evaluation: The ACTV Batterer Program Study and Its Claims." Violence Against Women 25, no. 5 (January 24, 2018): NP1—NP10. http://dx.doi.org/10.1177/1077801217741994.

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The “Evaluation of the Acceptance and Commitment Therapy (ACT) curriculum for domestic violence offenders” illustrates the methodological issues associated with interpreting program evaluations and applying them to policy. Despite the “preliminary” evidence, the authors promote ACTV as more effective in terms of recidivism compared with DU/CBT (cognitive-behavioral therapy) programming. A more critical consideration of the research, however, exposes further limitations that counter the initial speculations and interpretations of the study outcome. Consequently, the effectiveness of ACTV over the DU/CBT option remains in question and raises the need for a broader discourse on program effectiveness.

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Harris, Sharon. "Evaluation of a curriculum to support literacy growth in young children." Early Childhood Research Quarterly 1, no. 4 (December 1986): 333–48. http://dx.doi.org/10.1016/0885-2006(86)90011-6.

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Fadlullah, Achmad Kholid. "WONDERSHARE QUIZ CREATOR BERBASIS ANDROID DALAM MATA PELAJARAN SOSIOLOGI KELAS XI IPS 2 MAN 1 MALANG." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 4, no. 2 (June 30, 2018): 111. http://dx.doi.org/10.18860/jpips.v4i2.7315.

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The quality of education is determined by the integration between all learning components such as teachers, pre-facility facilities, curriculum, learning methods, learning media. The use of media is an effort to overcome learning problems. The media functions as an intermediary between educators and students in conveying information. To achieve this goal, the researchers developed a media that is an Android-based Wonder share Quiz Creator evaluation media. The purpose of the research is 1) To describe the specifications of the evaluation media for Wonder share Quiz Creator based on Android in Sociology subjects in XI IPS 2 MAN 1 Malang. 2) To develop an Android-based Wonder share Quiz Creator evaluation media in Sociology subjects in XI IPS 2 MAN 1 Malang. 3) To describe the results of the development of an Android-based Wonder share Quiz Creator media evaluation in Sociology subjects in XI IPS 2 MAN 1 Malang. The research method uses Research and Development (R & D), referring to the model introduced by Borg and Gall. Techniques for collecting data through observation, tests, and questionnaires. Data analysis techniques used content analysis of learning and descriptive analysis. The results of this study indicate that: 1) Android-based Wonder share Quiz Creator evaluation media in sociology learning is an application containing’s a variety of questions, random in nature, can be used online and offline. 2) Wonder share Quiz Creator media evaluation which was initially web-based in the computer was developed into an Android-based application 3) this development proved useful, interesting and valid in, based on 80% sociology material validator data, 73% design experts, and IPS 2 student responses 82.57%. The increase in learning outcomes pre-test and post-test from the results of t-test, T table is 3.23> 1.68. This shows that the product developed has a high level of validity and high attractiveness, so it is suitable to be used in supporting the evaluation process.Keywords: wonder share quiz creator; android; social science

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Mutch, Carol. "New Zealand Social Studies 1961–1995: A View of Curriculum Change." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 5–13. http://dx.doi.org/10.2304/csee.1996.1.1.5.

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The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in the design of the curriculum, while changes in the perceptions of the relationship between the descendants of the original Maori population and the newer European immigrant population have led to a re-evaluation of both the social content of the curriculum and of its overall purposes.

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Perry, Justin C., Eric W. Wallace, and Meghan P. McCormick. "Making My Future Work: Evaluation of a New College and Career Readiness Curriculum." Youth & Society 50, no. 6 (July 7, 2016): 841–66. http://dx.doi.org/10.1177/0044118x16658221.

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The college and career readiness movement figures prominently in the nation’s educational reform and policies, including strategies to increase graduation rates among disadvantaged students in urban schools. As part of a multi-pronged approach to help youth transition to post-secondary education and the workforce, the present study evaluated a new career intervention, Making My Future Work, designed to serve as a comprehensive, flexible career curriculum. Based on a quasi-experimental design among a sample of urban youth ( N = 429), multilevel modeling revealed promising evidence for its impact across a range of outcomes, including grade point average, school engagement, career preparation, self-determination, and self-awareness. The implications of the findings, limitations, and future directions for research are discussed.

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Higham, Jeremy, Paul Sharp, David Machin, and Michael Wilson. "Managing improvement in the 16‐19 curriculum through student monitoring and target setting: a critical evaluation." Journal of Educational Administration and History 34, no. 1 (January 2002): 36–50. http://dx.doi.org/10.1080/0022062020340103.

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LaVelle, John M., Nina Sabarre, and Haley Umans. "An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States." American Journal of Evaluation 41, no. 2 (September 12, 2019): 297–310. http://dx.doi.org/10.1177/1098214019860912.

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Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.

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Cross, Wendi F., Hugh F. Crean, Madelyn S. Gould, Jacquelyn Campbell, Norma Amezcua, Katie Ray Jones, Jennifer Thompson-Stone, and Catherine Cerulli. "Development and Initial Evaluation of a Suicide Prevention Curriculum for Domestic Violence Hotline Workers." Journal of Family Violence 32, no. 8 (June 29, 2017): 775–85. http://dx.doi.org/10.1007/s10896-017-9922-7.

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Herrmann, Lynn K., Nancy Udelson, Cheryl Kanetsky, Hongyan Liu, Kristin Cassidy, Elisabeth Welter, and Martha Sajatovic. "A new curriculum to address dementia-related stigma: Preliminary experience with Alzheimer’s Association staff." Dementia 18, no. 7-8 (January 19, 2018): 2609–19. http://dx.doi.org/10.1177/1471301217752706.

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Objective Develop and test a stigma awareness and education curriculum targeted to non-medical staff of a local Alzheimer’s Association chapter. Methods The curriculum, developed in collaboration with leadership and educational staff from the Cleveland Chapter of the Alzheimer’s Association, included a definition, types, and domains of stigma; effects of stigma on individuals with dementia and their families; stigma evaluation studies; tips to address the topic of dementia-related stigma with individuals and families. Lastly, an interactive discussion of real-life scenarios facilitated stigma recognition and management. Results Most staff felt the training improved their ability to identify Alzheimer’s disease stigma, made them more comfortable talking about stigma, and would change the way they interacted with people and families impacted by Alzheimer’s disease. Conclusions This brief, practical educational curriculum has potential to improve awareness of dementia stigma in Alzheimer’s Association staff. Research is needed to expand stigma awareness in individuals and groups with varying levels of dementia knowledge.

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Macedo, Ondina Maria Da Silva, and Eliane Marquez da Fonseca Fernandes. "A prova de língua portuguesa em concursos para docentes: um contrassenso? / Portuguese Language Exam inTeachers Contest: A Nonsense?" Caligrama: Revista de Estudos Românicos 26, no. 1 (April 22, 2021): 27. http://dx.doi.org/10.17851/2238-3824.26.1.27-44.

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Resumo: Este texto é um recorte da tese de doutorado e tem o objetivo de analisar o questionamento teórico sobre o conhecimento de língua portuguesa na construção de uma prova de Língua Portuguesa (LP) aplicada a candidatos no concurso para docente de sociologia do Instituto Federal de São Paulo (IFSP), em 2015. O embasamento teórico é a Análise Dialógica do Discurso com Bakhtin (2003, 2010) e Orlandi (2001, 2007). Questiona-se o caráter descritivo da prova voltada para aspectos formais, em detrimento da discussão dos sentidos possíveis de uso da língua, como preconizam os Parâmetros Curriculares Nacionais (PCN) e a Base Nacional Comum Curricular (BNCC). Esta pesquisa segue metodologia qualitativa, de cunho documental, partindo da materialidade dos enunciados da prova de LP, com olhar para as práticas sociais. É importante ressaltar que em 2018, três anos depois, o IFSP aplicou prova a candidatos com a mesma formação, ressignificando a avaliação de modo a não valorizar aspectos gramaticais apenas.Palavras-chave: enunciado; dialogismo; sentidos.Abstract: This text is an excerpt from the doctoral thesis and it aims to analyse the theoretical questionnaire about the knowledge of Portuguese language in the construction of a Portuguese Language (PL) exam applied to candidates in the contest for professor of sociology at the Federal Institute of São Paulo (IFSP, in Portuguese), in 2015. The theoretical basis is the Dialogic Discourse Analysis with Bakhtin (2003, 2010) and Orlandi (2001, 2007). It is questioned the descriptive character of the test, which was focused on formal aspects, at the expense of the discussion of the possible meanings of language use, as recommended by the National Curriculum Parameters (PCN, in Portuguese) and the National Common Curricular Base (BNCC, in Portuguese). This research follows qualitative methodology, a documentary nature, starting from the materiality of the statements of the PL test, with focus on social practices. It is important to emphasize that in 2018, three years later the previously mentioned contest, the IFSP applied tests to candidates with the same background, reframing the evaluation so as not to consider only grammatical aspects.Keywords: enunciated; dialogism; meanings.

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Xiong, Qingnian, and Xinchun Niu. "Liberal Arts Core Curriculum Quality Assurance Based on Teaching Evaluation by Students: A Case Study of Fudan University." Chinese Education & Society 51, no. 4 (July 4, 2018): 260–71. http://dx.doi.org/10.1080/10611932.2018.1481647.

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Lucier-Greer, Mallory, Francesca Adler-Baeder, Kate Taylor Harcourt, and Kimberly D. Gregson. "Relationship Education for Stepcouples Reporting Relationship Instability-Evaluation of the Smart Steps: Embrace the Journey Curriculum." Journal of Marital and Family Therapy 40, no. 4 (May 6, 2014): 454–69. http://dx.doi.org/10.1111/jmft.12069.

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Odera, Erica L. "Capturing the Added Value of Participatory Evaluation." American Journal of Evaluation 42, no. 2 (March 4, 2021): 201–20. http://dx.doi.org/10.1177/1098214020910265.

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Narrative case studies have shown that, when people are involved in an evaluation of a program they are part of, it can change how they experience the program. This study used a quasi-experiment to test this proposition empirically in the context a participatory action research curriculum called Youth as Researchers. Half of all Youth as Researcher groups engaged in a participatory evaluation (PE) of their program experience through writing reflective essays, creating their own evaluation questions, and conducting peer interviews. The other half served as control groups and did not engage in the PE activities. Pre-/posttest surveys and focus group data were used to assess differences among the experimental and control groups. Study results show that participants in the experiment had important differences in their experiences in the program as a result of participation in the evaluation. Implications for future practice and research are also explored.

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Stern, Erin, Susi McGhee, Gemma Ferguson, and Cari Jo Clark. "A comparative case study of couples programming to support relationship quality in Nepal and Rwanda." Journal of Social and Personal Relationships 37, no. 2 (August 1, 2019): 393–413. http://dx.doi.org/10.1177/0265407519867466.

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Although intimate partner violence (IPV) is the most common form of violence against women, there is limited understanding of best practices to prevent IPV through working directly with couples and supporting quality of relationships. There are valid concerns of safely conducting research and programming with couples. Yet couples programming responds to the fact that many couples may want to stay together but require support and skills to manage violence. This article compares evaluation data of two programs in Nepal and Rwanda that worked with couples to support relationship quality. The Indashyikirwa program in Rwanda implemented a 5-month curriculum with couples to support equitable, nonviolent relationships. Approximately 25% of trained partners of couples were further supported as community activists for an additional 2 years. Change Starts at Home in Nepal implemented a 9-month couples’ curriculum to promote equitable and violence free relationships through fostering mutual respect and understanding, alongside a weekly radio program. The last 3 months of the curriculum focused on community outreach and awareness. This article draws on longitudinal qualitative interviews conducted separately with 28 partners of couples before, immediately after and 1 year following the couples’ curriculum in Rwanda, and with 36 partners of couples before, 6 months into the curriculum, and at the end of the intervention in Nepal. Thematic analysis of couples’ accounts was conducted and compared across the two studies. Despite the different interventions and settings, the cross-comparative analysis suggests similar pathways of change among couples, including enhanced relationship quality and skills as mediators to prevent IPV. This article considers how both programs supported greater communication and conflict resolution skills and a sense of unity and shared power among couples. The findings suggest the value of couples programming within the context of an enabling environment, highly trained facilitators, and strong referral networks.

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Blom, Robin, Brian J. Bowe, and Lucinda Davenport. "International expansion of the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) curricular evaluation program." International Communication Gazette 82, no. 8 (June 17, 2020): 749–63. http://dx.doi.org/10.1177/1748048520926654.

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Eight journalism educational programs outside the United States are certified by the U.S.-based Accrediting Council on Education in Journalism and Mass Communications. A survey of journalism undergraduate program directors in the United States indicated that many respondents see opportunities for expanding this voluntary curriculum evaluation and endorsement as a way of spreading U.S. values, in particular to countries lacking press freedoms. However, other respondents worry about the cultural imperialism of imposing U.S. cultural norms and practices on those in other countries. And, some directors questioned the ability to apply standards equitably across all programs, in countries with different political and cultural environments. The results indicated a lack of consensus and the need for a thorough discussion about Accrediting Council on Education in Journalism and Mass Communication’s role in promoting journalism education and practice around the globe and what forms that education should take.

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Rożniatowska, Karolina, Hubert Kaszyński, and Olga Maciejewska. "Social work education in the light of the evaluation of the "Axiological Walk in Kobierzyn"." Praca Socjalna 34, no. 3 (June 30, 2019): 75–92. http://dx.doi.org/10.5604/01.3001.0013.5702.

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In the education of social workers, it is particularly important to seek working methods that provide to experience values which define the foundations of professional action. The authors of the article approve the personalistic philosophy as a theoretical basis of educational work, the practice of which is based on the cooperation of academic staff and students, striving for partnership, open dialogue and experiencing personal subjectivity. Nevertheless, the essence of the issue is to search for the content of education, which refers not only to contemporary social issues, but also to their historical conditions and correlates. The context for the article is a reflection on the history of 20th century eugenics, with particular emphasis on the extermination of nearly a quarter of a million people with mental illness and disabilities performed by the German Nazi. It is difficult, without studying the times in which the history derailed, to fully understand the social responsibility of people who are particularly vulnerable and exposed to social non-recognition and damage. The curriculum of social workers’ education at the Institute of Sociology of the Jagiellonian University in Krakow has included the space of the Clinical Hospital in Krakow's Kobierzyn, where, in cooperation with the Institute of Therapy and Social Education - the Association, an educational project under the name of Axiological Walk in Kobierzyn is being implemented. The article is based on reflection on axiological education in the light of evaluation of the aforementioned project.

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Kelly, Barbara, Carole Edgerton, Seonaid Graham, Elaine Robertson, and Barry Syme. "Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum." Journal of Children's Services 10, no. 3 (September 21, 2015): 231–41. http://dx.doi.org/10.1108/jcs-03-2015-0012.

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Purpose – The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement. Design/methodology/approach – This paper reports on an interim evaluation of practitioners’ and parents’ experiences of the implementation processes, focusing on the involvement and engagement of parents. Findings – Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children’s social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children’s social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised. Originality/value – The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An “innovation” (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.

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Hughes, Shannon, David Cohen, Jeffrey R. Lacasse, Lauren Alessi, Karla Colonnieves, and Sarah Rudisill. "Experiences of child welfare workers regarding psychotropic medications: Results from a mixed-method evaluation of a critical medication curriculum." Children and Youth Services Review 116 (September 2020): 105193. http://dx.doi.org/10.1016/j.childyouth.2020.105193.

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Reinke, Robert W., Lynne Roach, and Robert W. Wood. "Economic Education: An Effective Vehicle for Making International Connections." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 223–35. http://dx.doi.org/10.2304/csee.1996.1.3.223.

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This article describes and evaluates an international educational project involving K-12 and higher education faculty, students, and administration from South Dakota and Costa Rica. This project was implemented in order to create an economic education infrastructure in Costa Rica, link the new infra-structure to South Dakota schools, and develop a technology-based curriculum to be piloted in K-12 schools in South Dakota and Costa Rica. The article includes a project history, project description, evaluation of impact, and ‘lessons learned’. The project builds a model that has potential to be used in other countries, states, and subject areas.

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Steel, Jill. "An evaluation of the potential impact of standardised assessments on the promotion of pupil autonomy in Scottish education, from the perspective of Dearden’s view of autonomy." Citizenship, Social and Economics Education 18, no. 1 (April 2019): 33–43. http://dx.doi.org/10.1177/2047173419845057.

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Scotland is experiencing a period of radical educational transformation in the effort to raise attainment. Dearden argued for the promotion of autonomy in 1975 at another time of sweeping educational change. The principle of autonomy is firmly entrenched in Scotland’s Curriculum for Excellence and seen as key to ensuring pupils develop a broad range of skills and capacities, and consequently fulfil their potential. However, while Scotland used to rank highly in international standings, it has plummeted to average in recent years, resulting in the introduction of the National Improvement Framework in attempts to address this worrying decline. Standardised assessments have been launched as part of the National Improvement Framework but have sparked a raft of criticism in the media and considerable debate in parliament. While the Scottish Government responded to concerns in a review document, this article assesses the issues from an entirely different standpoint. Utilising Dearden’s perspective on autonomy, this article examines how commensurate standardised assessments are with Scotland’s educational policy on autonomy. I contend there is little justification for the negative view of standardised assessments in principle, arguing that standardised assessments can promote autonomy rather than diminish it, on the proviso that conditions for applying standardised assessments are fully understood and resourced.

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Resch, Katharina, and José Pedro Amorim. "Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation." Social Inclusion 9, no. 3 (July 21, 2021): 58–68. http://dx.doi.org/10.17645/si.v9i3.4084.

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Higher education has become increasingly mobile and international, with many students taking the opportunity to study abroad during their studies. When they do so, forming and maintaining social networks is fundamental for their development of a sense of social inclusion. According to Coleman’s model of concentric circles, international students can establish networks with students from their own country (inner circle), with other international students (middle circle) and with local students (outer circle). This study explores various formats of organised student encounters in these three circles which contribute to the social inclusion of international students. The article is based on desk research of 15 formats of intercultural student encounters which facilitate social network formation during a study placement abroad in six countries in Europe. The findings show that all the studied formats of organised student encounters facilitate social networks in the middle and outer circles, while those in the inner circle are established by the students themselves and through informal social interaction. Formats embedded in the curriculum are most suited to facilitating social network formation throughout the academic year. Extracurricular formats, in contrast, tend to be single occasion activities without follow‐up. The study shows that universities can facilitate social network formation and assist social inclusion for international students through organised encounters in which international and local students meet. Organising such encounters does, however, require resources, evaluation, and adequate funding.

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Jackson, Ellen, Amber Anderson, Janis E. Campbell, Kathleen Moore, and Julie A. Stoner. "3457 Engaging American Indian Students in Oncology Research and Health Professions Education: A Review of the Literature." Journal of Clinical and Translational Science 3, s1 (March 2019): 69–70. http://dx.doi.org/10.1017/cts.2019.163.

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OBJECTIVES/SPECIFIC AIMS: The primary goal of the project was to conduct a narrative review of the published literature to identify and summarize best practices for developing oncology-focused research and training experiences for AI/AN undergraduate, graduate and professional students. A secondary goal was to identify methodological limitations and areas for future research related to rigorous educational program evaluation. METHODS/STUDY POPULATION:. Published literature was searched using databases relevant to oncology (PubMed, Web of Science) and sociology (PsychINFO, SocIndex). The bibliographies of identified relevant papers were searched for additional references by title. Search terms included synonyms and commonly used terms for three general areas: (1) target population (e.g., American Indian), (2) training area (e.g., oncology), and (3) educational program (e.g., undergraduate). RESULTS/ANTICIPATED RESULTS:. A current total of 107 original publications and 33 review papers that are relevant to the project goals have been identified. Key areas of program development and implementation relate to advertising and recruitment; didactic curriculum in research methods, cancer health disparities, and professional development and career planning; research immersion experiences through shadowing, networking, application of research skills, and opportunities to develop oral and written communication skills; ongoing career development support; mentoring by faculty, advanced trainees, and peers; and culture-specific enrichment. Important areas for program evaluation relate to measures of reaction, knowledge, practice and long-term outcomes. Evaluation design approaches include observational and experimental designs with recommendations for identifying relevant control groups. Strategies to ensure complete long-term follow-up are also summarized. DISCUSSION/SIGNIFICANCE OF IMPACT:.Successful programs address barriers related to perceived lack of abilities, lack of AI role models, limited culture-specific enrichment, and limited mentoring and ongoing career development support. Program directors should work with local tribal and community leaders when creating a new program. A high degree of coordination is needed to create a bicultural program to interest students in a research career and avoid the creation of barriers hidden to the program director. There are opportunities to improve the rigor of educational program evaluation in this setting by including measures beyond self-reported reaction and knowledge to focus on educational program enrollment and completion and long-term career outcomes. Methodologic challenges include identification of relevant control groups for comparison and the use of experimental designs.

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Henning, Mary Beth, and Sarah Johnston-Rodriguez. "Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles." Citizenship, Social and Economics Education 17, no. 2 (July 30, 2018): 118–35. http://dx.doi.org/10.1177/2047173418789593.

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Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

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Young, Jacqueline L., Michael E. Antonio, and Lisa M. Wingeard. "How staff attitude and support for inmate treatment and rehabilitation differs by job category: An evaluation of findings from Pennsylvania's Department of Corrections' employee training curriculum ‘Reinforcing Positive Behavior’." Journal of Criminal Justice 37, no. 5 (September 2009): 435–41. http://dx.doi.org/10.1016/j.jcrimjus.2009.07.003.

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Zúñiga, Mana Luisa, Estela Blanco, Lizette M. Sanchez, Stephen P. Carroll, and Alisa M. Olshefsky. "Preventing human immunodeficiency virus (HIV) and other sexually transmitted infections and reducing HIV-stigmatizing attitudes in high-risk youth: Evaluation of a comprehensive community-based and peer-facilitated curriculum." Vulnerable Children and Youth Studies 4, no. 4 (November 16, 2009): 333–45. http://dx.doi.org/10.1080/17450120802613179.

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Holtzman, Mellisa. "A Cornerstone Course in Sociology: Providing Students with Theory, Methods, and Career Preparation Early in the Major." Teaching Sociology 46, no. 2 (September 13, 2017): 160–72. http://dx.doi.org/10.1177/0092055x17729871.

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Cornerstone courses bridge introductory content from lower-level survey courses with the more advanced theoretical and methodological content of upper-level, major-only courses. Cornerstones are implemented with the goal of better preparing students for advanced coursework and/or assisting them with understanding their major and its associated career options. Although cornerstones are common in psychology, biology, and business, they are seemingly less popular in sociology curriculums. This article uses evaluation data from a newly instituted cornerstone course in sociology to illustrate the potential benefits these courses can have for students as well as the discipline more generally.

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Savaya, Rivka. "Development of a Model for Evaluating Social Work Curriculum." Journal of Teaching in Social Work 21, no. 3-4 (August 21, 2001): 205–16. http://dx.doi.org/10.1300/j067v21n03_15.

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Herring, Chris, Manuel Rosaldo, Josh Seim, and Benjamin Shestakofsky. "Living Theory." Teaching Sociology 44, no. 3 (April 20, 2016): 188–99. http://dx.doi.org/10.1177/0092055x16642275.

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This article details the principles and practices animating an “ethnographic” method of teaching social theory. As opposed to the traditional “survey” approach that aims to introduce students to the historical breadth of social thought, the primary objective of teaching ethnographically is to cultivate students as participant observers who interpret, adjudicate between, and practice social theories in their everyday lives. Three pedagogical principles are central to this approach, the first laying the groundwork for the two that follow: (1) intensive engagement with manageable portions of text, (2) conversations among theorists, and (3) dialogues between theory and lived experience. Drawing on examples from our experiences as graduate student instructors for a two-semester theory sequence, we offer practical guideposts to sociology instructors interested in integrating “living theory” into their own curricula by clarifying how each principle is put into action in course assignments, classroom discussions and activities, and evaluations of student learning. We conclude by encouraging sociology departments and instructors to consider the potential benefits and drawbacks of offering social theory courses built around in-depth readings of and conversations between social theorists and the social world.

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Cochrane, Thomas, and David Sinfield. "A Model for Designing Authentic Learning." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 8. http://dx.doi.org/10.24135/pjtel.v2i1.29.

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Student internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are: In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience? What are the design principles that can guide the development of authentic mobile learning collaborative student projects? References Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281-290. McKenney, S., & Reeves, T. C. (2018). Conducting educational design research: Routledge. Rich, E., & Miah, A. (2017). Mobile, wearable and ingestible health technologies: towards a critical research agenda. Health Sociology Review, 26(1), 84-97.

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Van Houtte, Mieke, Jannick Demanet, and Peter A. J. Stevens. "Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling?" Social Psychology of Education 16, no. 3 (May 1, 2013): 329–52. http://dx.doi.org/10.1007/s11218-013-9216-8.

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Sussman, Joshua, and Mark R. Wilson. "The Use and Validity of Standardized Achievement Tests for Evaluating New Curricular Interventions in Mathematics and Science." American Journal of Evaluation 40, no. 2 (May 7, 2018): 190–213. http://dx.doi.org/10.1177/1098214018767313.

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We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures. Twenty-five of the projects had potential validity problems related to a misalignment between the achievement test and the intervention. A closer analysis of 11 of those projects flagged as high risk for validity problems showed that only 6 projects attended to the validity of the test, and only 1 project provided adequate validity evidence. We conclude that there is widespread inappropriate use of achievement tests that threatens the validity of educational evaluations. To better support innovation, evaluators must dedicate more attention to the validity of the outcome measures they use.

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Matthews, Sally. "Reviewing the South African Political Studies Curriculum: Evaluating Responses to Calls for Decolonisation." Politikon 47, no. 3 (July 2, 2020): 321–41. http://dx.doi.org/10.1080/02589346.2020.1796000.

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Diclemente, Ralph J., Cheri A. Pies, Elizabeth J. Stoller, Christie Straits, Geraldine E. Olivia, Joan Haskin, and George W. Rutherford. "Evaluation of school‐based AIDS education curricula in San Francisco." Journal of Sex Research 26, no. 2 (May 1989): 188–98. http://dx.doi.org/10.1080/00224498909551505.

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Stoner, Gary, Sean P. Carey, Martin J. Ikeda, and Mark R. Shinn. "THE UTILITY OF CURRICULUM-BASED MEASUREMENT FOR EVALUATING THE EFFECTS OF METHYLPHENIDATE ON ACADEMIC PERFORMANCE." Journal of Applied Behavior Analysis 27, no. 1 (March 1994): 101–13. http://dx.doi.org/10.1901/jaba.1994.27-101.

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McAdaragh, Mary O’Brien, John M. LaVelle, and Lixin Zhang. "Evaluation and Supporting Inquiry Courses in MSW Programs." Research on Social Work Practice 30, no. 7 (April 30, 2020): 750–59. http://dx.doi.org/10.1177/1049731520921243.

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Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.

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Berard, Kerri P., and Richard G. Smith. "Evaluating a Positive Parenting Curriculum Package: An Analysis of the Acquisition of Key Skills." Research on Social Work Practice 18, no. 5 (May 19, 2008): 442–52. http://dx.doi.org/10.1177/1049731508318656.

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Finucane, Mariel McKenzie, Ignacio Martinez, and Scott Cody. "What Works for Whom? A Bayesian Approach to Channeling Big Data Streams for Public Program Evaluation." American Journal of Evaluation 39, no. 1 (November 19, 2017): 109–22. http://dx.doi.org/10.1177/1098214017737173.

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In the coming years, public programs will capture even more and richer data than they do now, including data from web-based tools used by participants in employment services, from tablet-based educational curricula, and from electronic health records for Medicaid beneficiaries. Program evaluators seeking to take full advantage of these data streams will require novel statistical methods, such as Bayesian approach. A Bayesian approach to randomized program evaluations efficiently identifies what works for whom. The Bayesian approach design adapts to accumulating evidence: Over the course of an evaluation, more study subjects are allocated to treatment arms that are more promising, given the specific subgroup from which each subject comes. We identify conditions under which there is more than a 90% chance that inference from the Bayesian adaptive design is superior to inference from a standard design, using less than one third the sample size.

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Dos Anjos, Marineuza Matos. "Pedagogical workshops and the problem-based approach as interdisciplinary strategy: an experience in higher education." South Florida Journal of Development 2, no. 2 (May 17, 2021): 2119–30. http://dx.doi.org/10.46932/sfjdv2n2-077.

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Contemporary teacher training education reflects the specter of an education that today is guided by the demands placed in the context of a globalized economy. The logic of teaching in higher education curricula is still found, often guided by obsolete pedagogical practices. As the current paradigms are sometimes not enough to think about formation, it is necessary to analyze through another bias. Therefore, one should reflect not only on the prism of the theoretical contributions offered by scientific and technological knowledge; but in a way that also encompasses contributions from other fields such as Pedagogy, Sociology and Philosophy. With this perspective in mind, the research presents a structured teaching experience in the Problem Based Approach (PBA) and in the use of Pedagogical Workshops. The investigation took place at the Bahia State University (UNEB- Brazil) in the Pedagogy Course. The objectives were: 1) the proposition of learning situations that promote the active participation of students in solving real and everyday problems; 2) the combination of individual and group work; 3) the discussion of contents and how to approach them in an interdisciplinary way; and 4) arouse interest in attitudes of investigation, action, reflection, appreciation, and evaluation. The work portrays an experience analysis based on qualitative methods and uses as data collection the records in class diaries and the application of open questionnaires.

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LaVelle, John M. "Educating Evaluators 1976–2017: An Expanded Analysis of University-Based Evaluation Education Programs." American Journal of Evaluation 41, no. 4 (August 12, 2019): 494–509. http://dx.doi.org/10.1177/1098214019860914.

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2015 was designated the International Year of Evaluation, suggesting that evaluation has an important role to play in service of positive global ideals. It is vital to recognize the critical role that the education of evaluators plays in these efforts. The current study uses an online search and curricular analysis to provide a snapshot of evaluation education in late 2017 as well as a retrospective analysis of advanced degrees in evaluation offered at universities across time. The results indicate a period of dramatic growth in the number of certificates and master’s degrees being offered at universities across the world over the decades, with a minor decrease in doctoral programs in the past 5 years. Implications and directions for future research are discussed.

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Blazar, David, Blake Heller, Thomas J. Kane, Morgan Polikoff, Douglas O. Staiger, Scott Carrell, Dan Goldhaber, et al. "Curriculum Reform in The Common Core Era: Evaluating Elementary Math Textbooks Across Six U.S. States." Journal of Policy Analysis and Management 39, no. 4 (September 2020): 966–1019. http://dx.doi.org/10.1002/pam.22257.

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Journal articles on the topic 'Curriculum evaluation. Sociology'

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