Melissa A Kelly
Biographic Data
| ID | 11067984 |
|---|---|
| NAME | Melissa A Kelly |
| GIVEN NAMES | Melissa A |
| FAMILY NAME | Kelly |
| SIGNATURE | KELLY M A |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Teaching Evaluation From an Experiential Framework
The authors present an approach for educating future evaluators by connecting evaluation theory and practice, organizational development, and grant making through experiential learning. They position this discussion on the conceptual framework of a newly developed graduate-level evaluation course, Advanced Program Development and Evaluation, which offers a promising means for applying experiential learning to evaluation education. Students analyz…
Misconceptions Students Bring to Qualitative Research
This paper explores graduate students’ misconceptions about qualitative research and demonstrates how a learner‐centered approach can support formative adjustments in instructional design and delivery of a qualitative research course. Among the qualitative data sources used in the study was students’ work in the course, as well as observations made by the instructor. A two‐stage analysis process, using NVivo software, generated two broad categori…
Teaching Evaluation From an Experiential Framework
The authors present an approach for educating future evaluators by connecting evaluation theory and practice, organizational development, and grant making through experiential learning. They position this discussion on the conceptual framework of a newly developed graduate-level evaluation course, Advanced Program Development and Evaluation, which offers a promising means for applying experiential learning to evaluation education. Students analyz…
Misconceptions Students Bring to Qualitative Research
This paper explores graduate students’ misconceptions about qualitative research and demonstrates how a learner‐centered approach can support formative adjustments in instructional design and delivery of a qualitative research course. Among the qualitative data sources used in the study was students’ work in the course, as well as observations made by the instructor. A two‐stage analysis process, using NVivo software, generated two broad categori…
Misconceptions Students Bring to Qualitative Research
This paper explores graduate students’ misconceptions about qualitative research and demonstrates how a learner‐centered approach can support formative adjustments in instructional design and delivery of a qualitative research course. Among the qualitative data sources used in the study was students’ work in the course, as well as observations made by the instructor. A two‐stage analysis process, using NVivo software, generated two broad categori…
Teaching Evaluation From an Experiential Framework
The authors present an approach for educating future evaluators by connecting evaluation theory and practice, organizational development, and grant making through experiential learning. They position this discussion on the conceptual framework of a newly developed graduate-level evaluation course, Advanced Program Development and Evaluation, which offers a promising means for applying experiential learning to evaluation education. Students analyz…
Computer Science (2 works) · Pedagogy (2 works) · Psychology (2 works) · Cognitive dissonance (1 work) · Cohesion (chemistry (1 work) · Curriculum (1 work) · Educational Assessment and Improvement (1 work) · Engineering ethics (1 work) · Evaluation and Performance Assessment (1 work) · Evaluation of Teaching Practices (1 work)