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ERIC Number: ED313382
Record Type: Non-Journal
Publication Date: 1989
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluating a Program for Hearing Impaired Adolescents from a Cross-Cultural Perspective.
Mertens, Donna M.
A cross-cultural framework was applied to the results of the Young Scholars Project in Marine Science, a 4-week workshop for 14 hearing impaired adolescents (aged 13 to 19 years) that was funded by the National Science Foundation. Eight of the students were preparing to enter the eighth or ninth grade in high school and the other six were preparing to enter the 10th or 11th grade. The workshop was designed to enhance participants' knowledge and exposure to science as a career in order to encourage a greater number of disabled individuals to enter science careers. The cross-cultural framework used was described by C. E. Cortes (1986) in his analysis of social and cultural factors in minority education. The approach to data collection combined qualitative and quantitative methods. Program documents were reviewed and data were collected from the students and the 11 staff members through interviews, questionnaires, and observation. Since this was the first year of a 2-year project, the evaluation focused on formative aspects and was conducted throughout the planning and implementation phases of the project. Generally, students' affective responses to the workshop were positive. The staff felt a high level of frustration and identified the major problems as resulting from the heterogeneity of the students, discipline problems, ineffective instructional methods, disorganization, lack of communication, and staff burnout. Societal, educational, and instructional elements and student qualities are discussed as factors affecting program outcome. An outline associating evaluation questions and the data collection plan is included. (TJH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A