Assignment #2                 

The information from the sample provided by Jay Wilson was a participant oriented evaluation approach that is responsive to the local needs of First Nations Women. The question being researched is whether or not regular exercise or physical activity during childbearing years decreases the rate of Type 2 Diabetes in future generations of First Nations women.

 I had difficulty deciding which approach would be best suited for this longitudinal study: I decided to use a combined model approach.  I chose a qualitative approach to analyzing the usefulness of prenatal exercise programs with First Nations women that comes from Lincoln and Guba’s Naturalistic Model (p. 141) and combined it with Stake’s Responsive Model (Fitzpatrick, Sanders & Worthen, 2004, p. 135). The reasons for my choices are stated below.

The Naturalistic model is, in its essence, is qualitative.  This particular paper opens itself up to qualitative in that it has flexible data collection, involves social interactions as well as a negotiation that exists between the stakeholders; it expresses the ethnography of the participants as a useful source of information, and it is geared towards a certain group of people, in this case, First Nation’s women.

I chose Stake’s Responsive Model because of it’s orientation towards program activities and engagement in monitoring the utilization of behaviors related to health. Both qualitative and quantitative information can be used. The information garnered from working alongside the participants, organizing the activities and improving communication with stakeholders is a vital part of this evaluation. Besides the National Health Research and Development Program, onsite program personnel, health care providers, outreach groups, campaign organizers, the Aboriginal Community Including an elder), Project Facilitator,  and the YMCA were all invested in the program.

 The Responsive Model uses whatever data is appropriate, in this case, longitudinal studies, and comparisons on the types of diabetes, stats on high risk populations, surveys, as well as anecdotal notes. Stake’s Responsive model utilizes both anecdotal notes and formal evaluation measures, which I feel provide a clearer picture to make a judgment on the program’s success or failure.  The goal is to provide a summative evaluation that will provide information “…to serve decisions or assist in making judgments” (Fitzpatric et al, 2004, p. 17). Ultimately, the goal of the Responsive model is to improve programming. In this case, the results would indicate whether or not the program is meeting the needs of First Nations women and their future generations which would indicate whether or not regular physical exercise has an impact on decreasing Type 2 Diabetes in First Nations women.

Reference

Fitzpatrick, Jody L, Sanders, James R., & Worthen, Blaine R. (2004). Program Evaluation; Alternative

     Approaches and Practical Guidelines. Boston, USA; Pearson Allyn & Bacon Publishing.

Synopsis on the Evaluation of

“ESL Instruction in Adult Education: Findings form a National Evaluation”

Tamara Murray

ECUR 809.3

Dr. Jay Wilson

January 19^th, 2013

The Model and Process

The article “ESL Instruction in Adult Education: Findings from a National Evaluation” was written in July, 1995 by Nicholas B. Fitzgerald. Its primary focus was to analyze and compare three different programs that were all aimed at improving adult literacy in the United States.  Two of the programs, the ABE (Adult Basic Education) and the ASE (Adult Secondary Education) were created for native learners who read less than grade 8 and higher than grade 8 respectively.  The ESL Program (English as an Additional Language) was used to refer to those people whose primary language was not English. The underlying stated goal of the Adult Education Act was “…to help out-of-school adults (a) acquire the literacy and--in the case of ESL adults--the language skills needed to function effectively in society, (b) benefit from job training and retraining in order to obtain and retain employment, and (c) continue their education to at least the level of high school completion (Fitzgerald, 1995, p. 1). Development Associates were responsible for completing the evaluation from 1990 – 1994 and used data from April 1991-April 1992. Results were intended for the U.S. Department of Education as they federally supported the above stated adult education programs.

Three types of evaluation were implemented, formative, summative and cost effectiveness. The evaluators obtained data by several means; anecdotal notes were taken on the characteristics of the clients, patterns and predictors were made based on their attendance, self reports were given by the clients, standardized tests were studied and the impact of program costs was compared to the results. A continuum of diagnostic data and needs assessment was used over the course of the evaluation. A six month follow up was included. The evaluators modified their criteria to include both Stufflebeam’s CIPP model combined with Provus’s DIPPC model as context, input, process, product and cost benefits were all addressed.

The Strengths

           Background and current information are provided at the onset of the evaluation. This allows the reader to progress through the study with ease. As well, the evaluators used a variety of assessment models that together, provide a snapshot of the current demands on ESL literacy needs. The emphasis is on the need for adaptation and change.  Change in providing more support for the ESL programs and adapting to the increase demands of second language learners, both of which are crucial to providing a standard education program that is acceptable to both myself as a teacher and those I teach.

Identify Weaknesses

I have several concerns with this evaluation. The first is the perceived political agenda and the relationship with the evaluators; the evaluators are not clearly defined. This prompts further questioning. Who are the Development Associates? Is there an affiliation with the government? If collaboration exists, is there a hidden agenda to cut the funding to both the ABE and ASE programs? Secondly, blatant comparisons are made between native speakers’ low attendance versus ESL attendance, yet there is no mention of why this could be the case. Dysfunctional families, low income status, medical concerns, early learning intervention, schools attended, learning disabilities or other reasons could cloud the judgments being made on native learners. Conversely, the pressure to become a citizen could also certainly add to the positive attendance of second language learners.

Conclusion

The overall goal of this study was to determine if these programs were indeed doing what the Adult Education Act (AEA) intended and to decide (although it does not state this) whether or not these programs should be continued. Within the conclusion, suggestions are made for further research on how to better the ESL program, while both the ABE and ASE programs are completely left out or dismissed.

References

Fitzgerald, Nicholas B. (1995). ESL Instruction in Adult Education: Findings form a National Evaluation.   

                ERIC Digest,  ED385171.