Choosing Criteria to Judge Program Success
A Values Inquiry
Bibliographic Data
| ID | 12567419 |
|---|---|
| Authors | Gary T Henry (Georgia State University, corresponding author) |
| Year | 2002 |
| Volume | 8 |
| Issue | 2 |
| Pages | 182-204 |
| Publication date | 2002-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1356-3890 • E-ISSN: 1461-7153 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1358902002008002513 |
| OpenAlex | W2150600179 |
| Language | EN |
| Citations received | 13 |
| References cited | 25 |
What we expect from public programs determines how the programs will be judged. This article presents a systematic values inquiry used to examine how much importance citizens and stakeholders attached to specific indicators in determining the success of a public preschool program. Four groups were surveyed: teachers, administrators, parents and the public. All four groups showed significant differences with respect to the importance of 29 possible indicators. The four groups agreed on the importance of high-quality services and about the lack of importance associated with economic benefits for families and certain educational outcomes for the preschoolers. Using confirmatory factor analysis, the opinions of the groups were shown to have similar underlying structures; however, teachers made greater distinctions between the groups of potential outcomes and the public distinguished between outcomes the least. Systematic values inquiry can be an important tool in designing evaluations that will produce information that can influence the judgments of citizens and stakeholders about a program's value
Business · Confirmatory factor analysis · Political science · Public relations · Quality (philosophy · Value (mathematics · Computer Science · Diverse Educational Innovations Studies · Early Childhood Education and Development · Evaluation and Performance Assessment · Psychology · Social Psychology · Marketing
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A review of research on teacher beliefs and practices
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How Modern Democracies Are Shaping Evaluation and the Emerging Challenges for Evaluation
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes
The Role of Schools in Sustaining Early Childhood Program Benefits
The high/scope preschool curriculum comparison study through age 23
Parents as child care consumers
The dissemination and utilization of welfare-to-work experiments in state policymaking
Designing Evaluations of Educational and Social Programs
Public Policy Evaluation
A Realist Theory of Science
Differential impact of preschool models on development and early learning of inner-city children
American child care today
The Measurement of Personal Values in Survey Research
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,57 |
| Citation span | 2003 - 2024 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |