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Journal articles on the topic 'Curriculum evaluation. Sociology'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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 (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 (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

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Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, et al. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (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. Sug

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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

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Migliaccio, Todd, and Jacqueline Carrigan. "Producing Better Writers in Sociology: A Programmatic Approach." Teaching Sociology 45, no. 3 (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 prog

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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 (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 rai

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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 (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 scien

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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 (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 Studen

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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 (2002): 23–40. http://dx.doi.org/10.1300/j125v10n03_02.

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Stück, Elisabeth, Martin Wazlawik, Jasmin Stehr, et al. "Teaching About Sexualized Violence in Educational and Clinical Institutions: Evaluation of an Interdisciplinary University Curriculum." Sexuality Research and Social Policy 17, no. 4 (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

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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 (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 t

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Harris, Sharon. "Evaluation of a curriculum to support literacy growth in young children." Early Childhood Research Quarterly 1, no. 4 (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 (2018): 111. http://dx.doi.org/10.18860/jpips.v4i2.7315.

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<p>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 An

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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 (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 ne

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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 (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 impac

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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 (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 (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 offe

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Cross, Wendi F., Hugh F. Crean, Madelyn S. Gould, et al. "Development and Initial Evaluation of a Suicide Prevention Curriculum for Domestic Violence Hotline Workers." Journal of Family Violence 32, no. 8 (2017): 775–85. http://dx.doi.org/10.1007/s10896-017-9922-7.

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Herrmann, Lynn K., Nancy Udelson, Cheryl Kanetsky, et al. "A new curriculum to address dementia-related stigma: Preliminary experience with Alzheimer’s Association staff." Dementia 18, no. 7-8 (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

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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 (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 Curricula

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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 (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 (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 (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 t

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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 (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 Inda

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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 (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 dire

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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 (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 h

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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 (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 consid

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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 (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 us

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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 (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 Framew

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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 (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 cir

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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 (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 biblio

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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 (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. T

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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 (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 (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 (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 p

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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 (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 (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

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Cochrane, Thomas, and David Sinfield. "A Model for Designing Authentic Learning." Pacific Journal of Technology Enhanced Learning 2, no. 1 (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 37

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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 (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 (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 att

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Matthews, Sally. "Reviewing the South African Political Studies Curriculum: Evaluating Responses to Calls for Decolonisation." Politikon 47, no. 3 (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, et al. "Evaluation of school‐based AIDS education curricula in San Francisco." Journal of Sex Research 26, no. 2 (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 (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 (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

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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 (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 (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

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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 (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 fie

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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 (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

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Blazar, David, Blake Heller, Thomas J. Kane, 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 (2020): 966–1019. http://dx.doi.org/10.1002/pam.22257.

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