Family life practitioners are increasingly being called upon to help families meet work-life challenges. This article describes the grassroots beginnings, program development, and formative evaluation findings for 1 m...
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Family life practitioners are increasingly being called upon to help families meet work-life challenges. This article describes the grassroots beginnings, program development, and formative evaluation findings for 1 module of a Cooperative Extension work-life management program. Although the curriculum module is based on theory and research, it emphasizes practical strategies. A total of 101 employed parents participated. An intervention group received the curriculum and materials, whereas a comparison group did not. Pretest and posttest comparisons provide initial support for the success of the curriculum in encouraging effective work-life management practices among employed parents. Directions for further program revision and evaluation are discussed.
This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an o...
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This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.
In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a ...
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In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a focus on learning disabilities and mental retardation eligibility, and program development, with a focus on linking assessment to intervention design. We present case studies that illustrate the application of CHC-based cognitive assessment to identification and intervention development. (c) 2005 Wiley Periodicals, Inc.
This article reports on some of the data gathered for an Australian research project which investigated ‘What does the past tell us about adult literacy and numeracy policy, provision and practice?’ First, the key n...
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Based on survey data from 396 small to mid-sized nonprofit organizations operating within Southeast lower Michigan, this article examines the relationship between program development capacity and readiness for change ...
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Based on survey data from 396 small to mid-sized nonprofit organizations operating within Southeast lower Michigan, this article examines the relationship between program development capacity and readiness for change and the predictors of these two components of capacity building among small to mid-sized nonprofits. It uses a simultaneous equation approach as the basis for examining the relationship between program development capacity and readiness for change. The findings indicate that program development capacity and readiness for change are mutually enforcing processes and that the levels of program development capacity and readiness for change are predicted by two distinct sets of predictors.
The dynamic environment of higher education requires administrators to place increasing emphasis on symbiosis-the development of working partnerships with individuals and organizations outside the university. The auth...
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Many self-studies focus on an individual or several teacher educators. Although there have been self-studies undertaken by teacher education administrators, there is relatively little research that focuses specificall...
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Many self-studies focus on an individual or several teacher educators. Although there have been self-studies undertaken by teacher education administrators, there is relatively little research that focuses specifically on an administrator's program development work in teacher education. This self-study examines one teacher education administrator's program development work over a period of 18 years and in two institutions. Data come from entries from a professional journal kept during those years. A framework consisting of emergent categories and sub-categories was developed for analysis. Initial findings suggest there are both a complexity of roles and multiple roles that are influenced by outside forces. The scale and complexity of undertaking a long-term self-study surfaced in understanding the scope of the work, deciding on a framework for data analysis, allowing time and place for making personal connections and meaning, and sharing the work with others. Next steps are discussed for this study and for future multi-year self-studies that involve multiple roles.
This exploratory study was designed to determine public opinion regarding intervention options for intrafamilial child sexual abuse offenders, victims, and families. The study investigated the public's willingness...
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Sexual harassment is an intractable problem that harms the students, community, culture, and success of institutes of higher education (IHEs). The alarming prevalence of sexual harassment at IHEs highlights the urgent...
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Sexual harassment is an intractable problem that harms the students, community, culture, and success of institutes of higher education (IHEs). The alarming prevalence of sexual harassment at IHEs highlights the urgent need for effective prevention programs. However, there are few empirically supported preventive interventions that effectively target the factors that most impact the determinants, trajectory, and short- and intermediate-term effects of sexual harassment. In this paper, we overview the problem of sexual harassment and propose an organizing framework to help IHEs develop effective interventions to prevent sexual harassment. Guided by prevention science, we propose a framework-modified from SAMHSA's (2019) guidelines for prevention practitioners-that underscores the criticality of trauma- and equity-informed characteristics in prevention programs. We offer a discussion on how IHEs must consider and evaluate the empirical evidence of effectiveness, flexibility, cultural competency, and sustainability when developing and adapting prevention programs to reduce and-ultimately-ameliorate sexual harassment. We conclude with recommendations that can provide a roadmap for higher education stakeholders and researchers to prevent this urgent public health concern.
A computer-based problem solving and program development environment that is consistent with the needed knowledge and skills to carry out the tasks of programming is defined. This system takes into consideration the d...
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