How Shall We Study Comprehensive, Collaborative Services for Children and Families
Datos Bibliográficos
| ID | 9730489 |
|---|---|
| Autores | Michael S Knapp (University of Washington, autor de correspondencia) |
| Año | 1995 |
| Volumen | 24 |
| Número | 4 |
| Páginas | 5-16 |
| Fecha de publicación | 1995-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x024004005 |
| OpenAlex | W2140496737 |
| Idioma | EN |
| Citas recibidas | 20 |
| Referencias citadas | 15 |
Researchers and evaluators confront difficult challenges in studying comprehensive, collaborative services for children and families. These challenges appear in the interaction of multiple professional perspectives, specification of independent and dependent variables, attribution of effects to causes, and sensitive nature of the programmatic treatment. Given limited knowledge about these complex interventions, they will best be understood through studies that are strongly conceptualized, descriptive, comparative, constructively skeptical, positioned from the bottom up, and (when appropriate) collaborative
Attribution · Epistemology · Psychological intervention · Skepticism · Child and Adolescent Psychosocial and Emotional Development · Community Health and Development · Evaluation and Performance Assessment · Family and Disability Support Research · Psychology · Social Psychology
Street-Level Bureaucracy Revisited
How Can Theory-Based Evaluation Make Greater Headway?
Addressing barriers to learning
Creating School and Community Partnerships for Substance Abuse Prevention Programs
Stakeholder collaboration in the design and implementation of a family literacy portfolio assessment
Stakeholder Collaboration in the Design and Implementation of a Family Literacy Portfolio Assessment
Using Qualitative Data to Refine a Logic Model for the Cornell Family Development Credential Program
Moving toward being analytical
A Qualitative Evaluation of School‐Based Family Resource and Youth Service Centers
Utilizing Program Evaluation as a Strategy to Promote Community Change
Facilitating Help Seeking Behavior and Referrals for Mental Health Difficulties in School Aged Boys and Girls
A primer on school‐based mental health practice
Support Systems for Children, Youths, Families, and Schools in Inner-City Situations
The University's Role in the Improvement of Inner-City Education
Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative
Defining Questions, Charting Possibilities
Developing Pedagogical Content Knowledge
A systematic grounded approach to the development of complex interventions
Preparing Students for Public Child Welfare
Evaluation of School-Linked Services
Financing School-Linked, Integrated Services
Resource issues
California's state partnership for school‐linked services
The integrated services specialist
Professional and institutional perspectives on interagency collaboration
Discovering shared values
Coordinated Services for Children
Strategies for evaluation
Evaluating Family Programs
Restructuring Urban Schools
Human Services Integration
The Handbook of Research on Multicultural Education
| Obras citantes distintas | 19 |
|---|---|
| Citas por año | 0,67 |
| Intervalo de citas | 1996 - 2019 (24) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 20 |