ERIC Number: ED441816
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Multiple Voices and Mixed Methodologies To Support Comprehensive School Reform.
Kopacsi, Rosemarie; Walker, Elaine M.
This paper illustrates several collaborative program evaluation models and designs used in Newark, New Jersey, public schools since a state takeover in 1995. As part of its comprehensive design for school reform, the school district developed collaborations with community partners to provide direct services to schools. Each evaluation combined varied data and mixed methods across the research process. Using qualitative and quantitative methods allows for multiple lenses and contributes to meaningful tracking of program implementation, exploration of program models, and validations of important program outcomes. The research process in all studies involved multistage designs with formative and summative components, varied partnership participation and perspectives, and flexibility in planning. The programs evaluated are: (1) Principals' Leadership Institute, a professional development program for teachers; (2) Project Grad-Newark, a program focusing on academic success through whole school improvement; (3) New Beginnings Kindergarten Program, an effort to restructure kindergartens; (4) School Based Health Care Clinics; and (5) 21st Century Community Learning Centers, extended-day academic and enrichment programs. These evaluations show how exploratory and confirmatory investigations using multiple techniques can strengthen design, analysis, and inference, as well as improve conceptual clarity, flexibility, comprehensiveness, scientific rigor, and efficiency. One appendix contains diagrams of collaboration models, and the other contains examples of program evaluation products. (Contains 15 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A