Content and materials from the session Youth Voice for Climate Readiness in Schools, on October 13th, 2023 at the Michigan Afterschool Collaborative – Leadership Summit. https://www.qturngroup.com/wp-content/uploads/2023/10/GMT20231015-160732_Recording_1920x1080-3.mp4 Session Material – Resource Guide Session Power Point with Notes
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Socio-emotional learning (SEL) skills are a partial but necessary cause of children’s developmental outcomes, and SEL skill growth is a key objective for nearly all out-of-school time (OST) programs. The Quality-Outcomes Design and Methods (Q-ODM) toolbox holds an integrated set of tools … Continue reading Realist(ic) Evaluation Tools for OST Programs: The Quality-Outcomes Design and Methods (Q-ODM) Toolbox
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download The positivist theory and methodology used by most researchers and evaluators is poorly suited for addressing the formative explanations that guide continuous quality improvement (CQI) processes and the nuanced impact models that pertain to questions about how and how much. QTurn’s Quality-Outcomes … Continue reading Measuring Socio-Emotional Skill, Impact, and Equity Outcomes
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Evaluation evidence about the relations among children’s prior history, engagement in program settings, resulting SEL skill growth, and the ultimately desired transfer outcomes (e.g., agency to succeed in other settings) has been sporadic and fragmented. One reason for this may be that … Continue reading Socio-Emotional Skills, Quality, and Equity: The Multilevel Person-in-Context~neuroperson (MPCn) Framework
The Newark Trust for Education (NTE) Parent Child Plus (PC+) program is an evidence-based early childhood education program for families in the Newark, NJ. NTE seeks to evaluate performance by conducting analyses of existing data for a cohort of over 80 families, assessed four times over 46 weeks using observational measures of parenting practices and … Continue reading Newark Trust for Education Project
The Afterschool Learning at a Distance: Key Themes and Promising Practices describes the experiences and practices of Genesee Intermediate School District: Brides to Success’ (GISD) Team Leads and direct staff serving children and families after substantially redesigning afterschool programming due to the COVID-19 crisis. While the original evaluation plan was to do a (second) round … Continue reading The Afterschool Learning at a Distance: Key Themes and Promising Practices
Reviewing theory and research on socio-emotional learning (SEL) highlights the importance of a wide range of psychological and behavioral skills, ranging from very specific psychological processes that occur on the order of milliseconds (e.g., updating working memory) to broad patterns of behavior that occur over minutes, days, and months (e.g., teamwork and relationship skills). Attempts … Continue reading The multilevel person in context ~ neuroperson (MPCn) model: Guidance for quality improvement systems (QIS) focused on socio-emotional skill growth and transfer outcomes
In the summer of 2018, the Local Government Association (LGA) in England commissioned the Centre for Youth Impact to produce an outcomes framework to help partners across the English youth sector to develop and agree on mutual aims to support young people in their local areas. The work was in response to LGA’s consultations that … Continue reading Promoting Healthy Development of Young People: Outcomes Framework 2.0
In this study, we used performance data generated by Prime Time Inc. in Palm Beach County and fully pattern-centered methodology to describe the chain of causal effects as a cascade of sequential impacts. We sought to answer two specific questions about implementation and children’s SEL skill growth: What is the impact of QIS exposure on … Continue reading Impact Evaluation for the Palm Beach County Quality Improvement System (QIS) using Fully Pattern-Centered Analytics
Frustration and confusion often occur when practitioners require detailed information about program processes for continuous quality improvement (CQI) while policy-makers require evidence of outcome effects for accountability and funding. Impact studies are often preferred over continuous improvement studies, but they seldom offer useful information to practitioners. Per the conference theme, this situation leads to a … Continue reading Measure Once, Cut Twice: Using Data For Continuous and Impact Evaluation in Education Programs
