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ERIC Number: ED476295
Record Type: RIE
Publication Date: 2002-Sep
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Participant Feedback To Evaluate and Improve Quality in Mediation. Briefing Paper.
Hedeen, Timothy
This resource guide describes approaches to evaluating the mediation of special education conflicts, especially the use of participant questionnaires in evaluating mediation programs. Section 1 establishes the evaluation context and lists 10 action steps in the design and implementation of an evaluation plan. Section 2 addresses issues for consideration in the evaluation process, including: (1) the use of questionnaires for evaluating mediation; (2) accessibility of data collection formats for inclusion of diverse participants; (3) maintenance of confidentiality for participants, identification of key performance measures of mediation; and (4) guidelines for survey data analysis. A table identifies key performance areas and 2 to 5 key performance issues for each performance area. Section 3 offers a structured approach to evaluating mediation using the key performance areas and performance issues. Provided for each performance measure is a definition and brief discussion, a sample question related to the measure, and suggested strategies for improving the performance area. Performance areas (and sample performance issues) include the following: program efficiency (cost to participants); program effectiveness (outcomes of mediation); mediation process (appropriateness and usefulness); and mediator performance (skills of the mediator). Three appendices include a sample exit survey and a sample cover letter. (Contains 11 references.) (DB)
Consortium for Appropriate Dispute Resolution in Special Education (CADRE), P.O. Box 51360, Eugene, OR 97405. Tel: 541-686-5060; Fax: 541-686-5063; e-mail: cadre@directionservice.org. For full text: http://www.directionservice.org/cadre.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Administrators
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Consortium for Appropriate Dispute Resolution in Special Education (CADRE), Eugene, OR.