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Connection and Reflection : Peer-Led Conversations as an Evaluation Approach with Young People
Connection and Reflection : Peer-Led Conversations as an Evaluation Approach with Young People
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152948
- ISBN
- 9798346385578
- DDC
- 306
- 서명/저자
- Connection and Reflection : Peer-Led Conversations as an Evaluation Approach with Young People
- 발행사항
- [Sl] : University of Pittsburgh, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 100 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Iriti, Jennifer;Akiva, Thomas;Crowley, Kevin.
- 학위논문주기
- Thesis (Ed.D.)--University of Pittsburgh, 2024.
- 초록/해제
- 요약From my personal point of view, the role of a program evaluator is to gather information about the thoughts and experiences of individuals impacted by the program and to use the findings to inform program improvement. However, participants in the evaluation may be reluctant to share their full thoughts due to factors such as power imbalances and a lack of relationship between the evaluator and evaluation participant or a general disbelief that the feedback provided will lead to change, barriers that are all the more prominent when evaluation participants are youth. This dissertation addresses the challenge of how to create evaluation activities that are more comfortable and beneficial for young people in the high school age range. Specifically, I worked with two groups of youth participating in an out-of-school time program at the New York Hall of Science (NYSCI). Working with NYSCI staff and youth, we implemented peer-led conversations. Findings indicate that, in addition to providing a comfortable space to share, the conversations also offered youth the chance to connect with one another and reflect on their personal and shared experiences in the program. This provided benefit to the youth while also producing data that was of a higher quality than traditional methods and providing useful information that the NYSCI team utilized for program improvement.
- 일반주제명
- Culture
- 일반주제명
- Inclusion
- 일반주제명
- Success
- 일반주제명
- Science education
- 일반주제명
- Power
- 일반주제명
- Funding
- 일반주제명
- Injustice
- 일반주제명
- STEM education
- 일반주제명
- Ethnicity
- 일반주제명
- Youth participation
- 일반주제명
- Ethics
- 일반주제명
- Teenagers
- 일반주제명
- Ethnic studies
- 일반주제명
- Sociology
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798346385578
■035 ▼a(MiAaPQ)AAI31628754
■035 ▼a(MiAaPQ)Pittsburgh46841
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a306
■1001 ▼aJocz-Tan, Jennifer Ann.
■24510▼aConnection and Reflection : Peer-Led Conversations as an Evaluation Approach with Young People
■260 ▼a[Sl]▼bUniversity of Pittsburgh▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a100 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Iriti, Jennifer;Akiva, Thomas;Crowley, Kevin.
■5021 ▼aThesis (Ed.D.)--University of Pittsburgh, 2024.
■520 ▼aFrom my personal point of view, the role of a program evaluator is to gather information about the thoughts and experiences of individuals impacted by the program and to use the findings to inform program improvement. However, participants in the evaluation may be reluctant to share their full thoughts due to factors such as power imbalances and a lack of relationship between the evaluator and evaluation participant or a general disbelief that the feedback provided will lead to change, barriers that are all the more prominent when evaluation participants are youth. This dissertation addresses the challenge of how to create evaluation activities that are more comfortable and beneficial for young people in the high school age range. Specifically, I worked with two groups of youth participating in an out-of-school time program at the New York Hall of Science (NYSCI). Working with NYSCI staff and youth, we implemented peer-led conversations. Findings indicate that, in addition to providing a comfortable space to share, the conversations also offered youth the chance to connect with one another and reflect on their personal and shared experiences in the program. This provided benefit to the youth while also producing data that was of a higher quality than traditional methods and providing useful information that the NYSCI team utilized for program improvement.
■590 ▼aSchool code: 0178.
■650 4▼aCulture
■650 4▼aInclusion
■650 4▼aSuccess
■650 4▼aScience education
■650 4▼aPower
■650 4▼aFunding
■650 4▼aInjustice
■650 4▼aSTEM education
■650 4▼aMulticulturalism & pluralism
■650 4▼aEthnicity
■650 4▼aYouth participation
■650 4▼aEthics
■650 4▼aTeenagers
■650 4▼aEthnic studies
■650 4▼aSociology
■690 ▼a0394
■690 ▼a0714
■690 ▼a0631
■690 ▼a0338
■690 ▼a0626
■71020▼aUniversity of Pittsburgh.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0178
■791 ▼aEd.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164324▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
