Katherine Ryan
Biographic Data
| ID | 3887497 |
|---|---|
| NAME | Katherine Ryan |
| GIVEN NAMES | Katherine |
| FAMILY NAME | Ryan |
| SIGNATURE | RYAN K |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0009-0006-8747-6002 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 130 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Subjective Well-Being
We provide a comprehensive review of the field of subjective well-being in terms of its societal and individual benefits, demographic correlates, theories of origin, and relationship to culture. Interventions to increase well-being are also presented as well as the argument that national accounts of well-being for public policy should be instituted and utilized, alongside economic and social indicators, to both reveal and improve the quality of l…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
A Meta‐analytic Review of Attitudinal and Dispositional Predictors of Organizational Citizenship Behavior
A quantitative review of 55 studies supports the conclusion that job attitudes are robust predictors of organizational citizenship behavior (OCB). The relationship between job satisfaction and OCB is stronger than that between satisfaction and in‐role performance, at least among nonmanagerial and nonprofessional groups. Other attitudinal measures (perceived fairness, organizational commitment, leader supportiveness) correlate with OCB at roughly …
Medical and Psychiatric Needs of the Homeless—A Preliminary Response
Journal Article Medical and Psychiatric Needs of the Homeless—A Preliminary Response Get access Robert W. Surber, Robert W. Surber Robert W. Surber, MSSW, is Assistant Clinical Professor, University of California at San Francisco, and Chief Psychiatric Social Worker, San Francisco General Hospital, 1001 Potrero Avenue, San Francisco, CA 94110. Eleanor Dwyer, MSW, is Psychiatric Social Worker, Department of Psychiatry, San Francisco General Hospit…
Subjective Well-Being
We provide a comprehensive review of the field of subjective well-being in terms of its societal and individual benefits, demographic correlates, theories of origin, and relationship to culture. Interventions to increase well-being are also presented as well as the argument that national accounts of well-being for public policy should be instituted and utilized, alongside economic and social indicators, to both reveal and improve the quality of l…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Medical and Psychiatric Needs of the Homeless—A Preliminary Response
Journal Article Medical and Psychiatric Needs of the Homeless—A Preliminary Response Get access Robert W. Surber, Robert W. Surber Robert W. Surber, MSSW, is Assistant Clinical Professor, University of California at San Francisco, and Chief Psychiatric Social Worker, San Francisco General Hospital, 1001 Potrero Avenue, San Francisco, CA 94110. Eleanor Dwyer, MSW, is Psychiatric Social Worker, Department of Psychiatry, San Francisco General Hospit…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Medical and Psychiatric Needs of the Homeless—A Preliminary Response
Journal Article Medical and Psychiatric Needs of the Homeless—A Preliminary Response Get access Robert W. Surber, Robert W. Surber Robert W. Surber, MSSW, is Assistant Clinical Professor, University of California at San Francisco, and Chief Psychiatric Social Worker, San Francisco General Hospital, 1001 Potrero Avenue, San Francisco, CA 94110. Eleanor Dwyer, MSW, is Psychiatric Social Worker, Department of Psychiatry, San Francisco General Hospit…
A Meta‐analytic Review of Attitudinal and Dispositional Predictors of Organizational Citizenship Behavior
A quantitative review of 55 studies supports the conclusion that job attitudes are robust predictors of organizational citizenship behavior (OCB). The relationship between job satisfaction and OCB is stronger than that between satisfaction and in‐role performance, at least among nonmanagerial and nonprofessional groups. Other attitudinal measures (perceived fairness, organizational commitment, leader supportiveness) correlate with OCB at roughly …
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Subjective Well-Being
We provide a comprehensive review of the field of subjective well-being in terms of its societal and individual benefits, demographic correlates, theories of origin, and relationship to culture. Interventions to increase well-being are also presented as well as the argument that national accounts of well-being for public policy should be instituted and utilized, alongside economic and social indicators, to both reveal and improve the quality of l…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Psychology (9 works) · Sociology (8 works) · Evaluation and Performance Assessment (7 works) · Political science (6 works) · Computer Science (5 works) · Medicine (5 works) · Epistemology (4 works) · Engineering (3 works) · Pedagogy (3 works) · Population (3 works)