Best Practices in Family Life Education Program Evaluation.
Program evaluation should be integral to family life education (FLE), but program administrators face common barriers, including expense, lack of evaluation expertise, and fear of no‐effects findings. Thus, the purpose of this article is to provide a primer on feasible best‐practice guidelines for t...
| Publicado en: | Family Relations (John Wiley & Sons, Inc.) Vol. 69; no. 3; pp. 479 - 497 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
John Wiley & Sons, Inc.
Jul2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=143678246&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 143678246 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17413729 NRNL jtl: Family Relations (John Wiley & Sons, Inc.) issn: 17413729 maglogo: N pubinfo: dt: Jul2020 vid: 69 iid: 3 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 143678246 10.1111/fare.12420 ppf: 479 ppct: 18 formats: tig: atl: Best Practices in Family Life Education Program Evaluation. aug: au: Hawkins, Alan J. Clyde, Tiffany L. Doty, Jennifer L. Avellar, Sarah affil: Brigham Young University University of Florida Mathematica Policy Research su: Family life education Best practices Program administration (Education) Expertise Quality assurance Evaluation sug: subj: Family life education Best practices Program administration (Education) Expertise Quality assurance Evaluation keyword: evaluation research family life education program evaluation evaluation research family life education program evaluation ab: Program evaluation should be integral to family life education (FLE), but program administrators face common barriers, including expense, lack of evaluation expertise, and fear of no‐effects findings. Thus, the purpose of this article is to provide a primer on feasible best‐practice guidelines for the evaluation of FLE programs. Specifically, we explore four best practices in FLE program evaluation research in real‐world field conditions: (a) clarify upfront the underlying program theory of change or logic model and make research decisions based on this model; (b) adopt a developmental perspective on program evaluation and a mentality of continuous quality improvement; (c) when ready, invest in rigorous impact evaluations with random assignment; and (d) share and synthesize evaluation work to strengthen the field. A theme woven throughout these best practices is for program administrators to collaborate with experienced evaluation researchers to deal with challenging issues. Following these best‐practice guidelines will help program administrators overcome common barriers and conduct evaluation work that strengthens their programs over time and enriches the lives of families. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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