Program Evaluation in School Counseling: Improving Comprehensive and Developmental Programs


Toward a Conceptual Understanding of Evaluation for School CounselorsQuestions to ConsiderThe Idea of Program EvaluationDifferences between Research and EvaluationPurposes for EvaluationAn Evaluation Framework for School CounselorsComponent 1: Involve StakeholdersComponent 2: Theory of ActionComponent 3: Evaluation QuestionsComponent 4: Develop an Evaluation Design and Select MethodsComponent 5: Data Analysis and FindingsComponent 6: Communicate and Use the Evaluation ResultsStandards for School Counseling EvaluationUtility StandardsFeasibility StandardsPropriety StandardsAccuracy StandardsEvaluation Accountability StandardsCulturally Responsive Evaluation and the School Counseling ProgramSummaryReferencesEvaluation and the School Counseling Program and ProfessionQuestions to ConsiderVignetteProgram Evaluation and the School Counseling ProgramSchool Counseling Program Evaluation and Data-Based Decision-MakingHistorical Roots of School Counseling Models of PracticeEvolution of Counseling in SchoolsComprehensive Developmental School CounselingASCA National ModelUnderemphasized Aspects of Program EvaluationProgram Evaluation and School Counseling Professional StandardsASCACACREPState Licensing and CertificationSchool Counseling Program Evaluation Beyond the National ModelSummaryReferencesInvolving StakeholdersQuestions to ConsiderVignetteStakeholders and EvaluationSchool Counseling StakeholdersEvaluation Standards and Stakeholder InvolvementSchool Counseling Stakeholders and EvaluationModels and Ideas for Working with Stakeholders on the EvaluationModel 1: Advisory CouncilModel 2: Ancillary Stakeholder Groups to the Advisory CouncilModel 3: District-Wide School Counseling Program EvaluationRecommendationsGeneral Stakeholder RecommendationsRecommendations for Culturally Responsive EvaluationSummaryReferencesDeveloping Theories of Action and Logic ModelsQuestions to ConsiderVignetteThe ASCA National Model and Action PlansProgram Theory EvaluationTheories of Action and Logic ModelsUtility of Logic ModelsLogic Models and Formative EvaluationLogic Models and Summative EvaluationDeveloping a Logic Model for a Specific Activity or InterventionA Logic Model for an ASCA National Model ProgramEvaluation Standards and Theories of ActionLogic Modeling and Culturally Responsive EvaluationSummaryReferencesDeveloping School Counseling Program Evaluation QuestionsQuestions to ConsiderVignetteThe Importance of Sound Evaluation QuestionsEvaluation Standards and Evaluation QuestionsFormulating a Workable Set of Evaluation QuestionsSample Evaluation QuestionsConsiderations in Working with Stakeholders to Develop Evaluation QuestionsEvaluation Questions and Culturally Responsive EvaluationSummaryReferencesThe Evaluation Design and MethodsQuestions to ConsiderVignetteDesign and Methods for School Counseling EvaluationThe Evaluation PlanDesigns for Analysis of Quantitative DataDesigns for Analysis of Qualitative DataDesigns for Mixed MethodsEvaluation Standards that Support Evaluation Design and MethodsCulturally Responsive EvaluationSummaryReferencesData Analysis for Quantitative DataQuestions to ConsiderVignetteThe Use of Quantitative Evaluation Data in the ASCA National ModelQuantitative Data and Its Different LevelsWhen is Quantitative Data Useful?Sampling IssuesCommon Ways to Analyze Quantitative DataInspection and Graphic AnalysisStatistical AnalysisChoosing Among Statistical TestsAlpha Levels and Possible ErrorsQuantitative Approaches and Culturally Responsive EvaluationSummaryReferencesData Analysis for Qualitative DataQuestions to ConsiderVignetteQualitative Evaluation Data in the ASCA National ModelHow to Collect Qualitative DataOpen-Ended Survey QuestionsStructured Individual InterviewsFocus Group InterviewsUsing Thematic Content Analysis in EvaluationUsing Interpretive Phenomenological Analysis in EvaluationEnsuring the Trustworthiness of Qualitative FindingsQualitative Approaches and Culturally Responsive EvaluationSummaryReferencesReporting Evaluation Results and Using FindingsQuestions to ConsiderVignetteEvaluation Reporting and Use is FundamentalEvaluation Standards that Support Reporting and UseTypes of Evaluation UseEvaluation Reports and Communication ForumsEvaluation ReportsReporting Qualitative and Quantitative MethodsEvaluation Communication ForumsMeetings with School CounselorsSchool Staff MeetingsDistrict Administrator MeetingsSchool Board MeetingsParent-Teacher Organization MeetingsReporting Results, Using Findings, and Culturally Responsive EvaluationSummaryReferencesEvaluation Knowledge Skills and PracticeQuestions to ConsiderCritical Program Evaluation Knowledge and SkillsField Specific CompetenciesTechnical Program Evaluation CompetenciesNontechnical Program Evaluation CompetenciesManageability: When, How Often, and How Much to EvaluateEvaluation in the School Organizational ContextWorking with an External EvaluatorWelcome to “The Club”References
 
Next >