8084 Dis1 Module 1

4

Respond to two or more of your colleagues' postings in the following ways in a 125 words each

Explain how results from each colleague's selected evaluation can be used to gather information on program quality. Provide evidence of personal learning as a result of collegial interactions. Support your writing with in-text citations and cite appropriate references following APA format to substantiate your thinking.

Note:  Throughout the Module (Weeks 1 and 2), continue the professional dialogue in Discussion 1 by responding to questions and insights your colleagues have posted.

Michelle Hampton

One form of program evaluation is through a randomized controlled trial (RCT). A randomized controlled trial (RCT) is a way of doing impact evaluation in which the population receiving the program or policy intervention is chosen at random from the eligible population, and a control group is also chosen at random from the same eligible population. It tests the extent to which specific, planned impacts are being achieved (White et l., 2014). Here, children who are eligible to participate in a program are entered into a “lottery” where they either win the chance to receive services or are assigned to a comparison (control) group (Center on the Developing Child Harvard University, 2007). If appropriately conducted, RCTs create two groups of children who would be similar if not for the intervention. The achievement differences that emerge thereafter are attributed to the program with a high degree of confidence. In other words, a program is said to be working if it achieves its objectives, as measured by a predetermined set of indicators. For example, an educator may want to determine whether a new aided reading intervention improves second language acquisition. An RCT will group students into two—the control and the experimental group). The experimental group is subjected to the reading intervention program while the control group is not. The program is said to be working if the experimental group shows a higher acquisition of a second language than the control group after the program is complete.

References

Center on the Developing Child Harvard University. (2007). Early childhood program evaluations: A decision-makers guide. https://developingchild.harvard.edu/resources/early-childhood-program-evaluations-a-decision-makers-guide/

White, H., Sabarwal, S., and de Hoop, T. (2014). Randomized Control Trials (RCTs). http://devinfolive.info/impact_evaluation/img/downloads/Randomized_Controlled_Trials_ENG.pdf

Kellie Barnes

Programs have been and will continue to be developed throughout the continum of education.  However, as the ever-changing education system evolves, we as professionals must ensure that programs are evaluated to sustain effeciency.  By maintaining rigorous evaluation research to identify the quality and relevance of programs, we can promote or redesign specific programs to better suit our students while encouraging stronger development (Center on the Developing Child Harvard University, 2007).  One form of program evaluation is through family involvement.  One specific tool would be the The Family Map Inventories that fosters positive child development while promoting families as lifelong educators (National Center on Parent, Family, and Community Engagement, 2015). The purpose of this tool is to involve parents by including them in vital conversations that include important topics that affect their child's education.  Furthermore, families are engaged to evaluate a program and highlight why or why not a program may be effective for their child based on their learning style and personality.  Major steps to this process include, sitting down with a family/ parent unit to discuss a program that is considered.  Later, all aspects of the program and/or data from the program is relayed and discussed.  Utlimately, families have a buy-in approach to which programs are used with their child.  By using this information, data could be used to inform families of developmental progress of lack of.  In addtion, using family questionaires and possible home observation recordings, parents could implement additional data that could aid in the success of an evaluation (National Center on Parent, Family, and Community Engagement, 2015).  With the data and input from families, there could be a colloaborative effort to decide which program is yield results and which programs are better suited for other children. 

Reference

Center on the Developing Child Harvard University. (2007). Early childhood program evaluations: A decision-makers guide. https://developingchild.harvard.edu/resources/early-childhood-program-evaluations-a-decision-makers-guide/

National Center on Parent, Family, and Community Engagement.(2015).Tracking progress in early care and education.Program, staff, and family measurment tools.https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/tracking-progress-early-care-education-long-version.pdf