Melbourne Graduate School of Education - Theses

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    Program evaluation of an alternative school
    Schier, Karl ( 2003)
    This program evaluation aims to identify the strengths and the areas that require improvement in an alternative school. The alternative school involved in this study was established to cater for 'at risk' students. The design of the study utilises both qualitative and quantitative methods. The qualitative data collection involved the use of standardised semi-structured interviews and focus group interviews. Questionnaires were the research instruments used for the collection of the quantitative data. Analysis of the results of this study indicated that the strengths of the alternative school related to the school culture/ethos, support for parents and students, relationship and connectedness and, student development and learning. The areas that require improvement involved the length of time for the students in the alternative setting, the transition from the alternative school back into mainstream, and the support for students after returning to mainstream education.
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    Participatory evaluation: recording one school's experience in using evaluation as a process to support development
    Harvey, Graeme L. ( 1998)
    A participatory evaluation was conducted over a period of two terms to review an Early Intervention Program in an independent school. Using the framework developed by Cousins and Leithwood (1993) an evaluation was initiated with the author as the internal evaluator. Four 'primary users' of the program were recruited as members of the Evaluation Team and collaborated with the evaluator in the evaluation design and implementation. The negotiated focus for the evaluation was the adequacy of the program design and to support this outcome the Evaluability Assessment model (Smith, 1989b) was incorporated into the evaluation design. The evaluation was conducted over a 16 week period and after the conclusion of the project the four Evaluation Team members were interviewed using a semi-structured interview format. The data indicated that the evaluation was seen as effective in initiating change and as a process of professional and personal learning for those involved. From this information, some of the factors that were seen as assisting the effectiveness of the evaluation process and in supporting the utilisation of the information generated were identified. These were used to develop a broad framework of guidelines for the operation of participatory evaluation context within the school context.