How to evaluate the effectiveness of a school-based intervention : evaluating the impact of the philosophy for children programme on students' skills / Ourania Maria Ventista, Chris Brown.

Format:

Book

Author/Creator:

Ventista, Ourania Maria, author.

Brown, Chris, author.

Language:

English

Subjects (All):

School children--Mental health services.

School children.

Educational counseling.

Physical Description:

1 online resource (187 pages)

Place of Publication:

Bingley, UK : Emerald Publishing Limited, [2021]

Summary:

How to Evaluate the Effectiveness of a School-Based Interventionpresents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. Suggesting a cost-effective method of conducting a multi-dimensional evaluation, this book investigates how these skills can be defined and assessed effectively.

Contents:

Intro

Half Title Page

Title Page

Copyright Page

Dedication

Contents

List of Tables and Flowcharts

Abbreviations

Foreword

Chapter 1: Introduction

1.1. The Two Themes

1.2. Two Premises

1.2.1. Evidence-based Education

1.2.2. Skills-based Curricula

1.3. The Outline of this Book

Chapter 2: How to Conduct a Multidimensional Programme Evaluation

2.1. The Purpose of the Evaluation

2.2. Dimensions of Evaluation

2.2.1. Pedagogical Evaluation

2.2.2. Systematic Literature Review

2.2.3. Identify Ways to Fill in the Literature Gaps

2.2.4. Synthesising the Evidence

2.2.5. Offer Recommendations

Chapter 3: Philosophy for Children: Discussing about Pedagogy

3.1. Introduction

3.2. Philosophy for Children: A School-based Dialogic Intervention

3.3. The Purpose of the Evaluation

3.3.1. A Questioning Mind

3.3.2. Was There a Need for Evaluating Philosophy for Children?

3.4. Pedagogical Evaluation

3.4.1. Identify the Stance and Justify It

3.4.2. Investigate the Programme Rationale

3.4.3. Evaluate the Main Elements of the Programme: Learning and the Role of the Student and the Teacher

3.4.4. Examine Oppositional Views

3.4.5. Search for Inconsistencies and Areas for Improvement

3.4.6. Reach to a Conclusion

Chapter 4: Systematic Literature Review: Evaluating the Available Evidence

4.1. Conducting a Systematic Literature Review

4.1.1. Specify the Research Question and the Inclusion Criteria

4.1.2. Decide on the Way the Search Will Be Conducted and Identify the Relevant Literature

4.1.3. Evaluate the Quality of the Evidence

4.1.4. Calculating the Impact of the Programme

4.2. Philosophy for Children: A Systematic Literature Review

4.3. The Impact of Philosophy for Children on Students' Skills

4.4. Limitations of the Review.

4.5. A Summary of the Findings of the Systematic Literature Review

Chapter 5: Generating New Evidence

5.1. Conducting an Evaluation Study

5.1.1. Research Design

5.1.2. Pre-test and Post-test

5.1.3. Process Evaluation

5.1.4. Analysing the Data

5.1.5. Recognising and Reporting the Limitations

5.2. The Method of Conducting the Philosophy for Children Study

5.2.1. Intervention Group

5.2.2. Comparison Group

5.3. Response Rate and Missing Data

5.4. Process Evaluation and Analysis

5.5. Ethics

5.6. Limitations of the Research Design

Chapter 6: Evaluating the Impact on Thinking Skills: Working Definitions

6.1. Defining Critical Thinking

6.1.1. Lipman's Definition of Critical Thinking

6.1.2. Critical Thinking as a Guide to Action

6.1.3. Critical Thinking or Critical Thinker?

6.1.4. Critical Thinking as Problem-solving

6.1.5. Critical Thinking as an Active Process

6.2. Two Important Debates

6.2.1. Is Critical Thinking Value-neutral?

6.2.2. Should Critical Thinking Be Considered a General or a Subject-specific Skill?

6.3. Critical Thinking: Working Definition

6.4. Defining Creativity

6.4.1. Person

6.4.2. Process

6.4.3. Product

6.4.4. Environment

6.5. Debates

6.5.1. Is Creativity Value-neutral?

6.5.2. Is Creativity a Domain-specific Skill?

6.6. Creativity: Working Definition

6.7. The Relationship Between Critical and Creative Thinking

6.8. Can Critical Thinking and Creativity Ever Be Improved?

6.9. Transparency

Chapter 7: Assessing Students' Thinking Skills

7.1. Introduction

7.2. Critical Thinking Assessments

7.2.1. Halpern Critical Thinking Assessment (2010)

7.2.2. Cornell Critical Thinking Test (2005)

7.2.3. Ennis-Weir Critical Thinking Test Essay (1985)

7.2.4. Test of Appraising Observations (1984).

7.2.5. Watson Glaser Critical Thinking Appraisal (2002)

7.2.6. New Jersey Test of Reasoning Skills (1983)

7.3. Creativity Assessments

7.3.1. Multi-trial Creative Ideation

7.3.2. Latent Semantic Analysis

7.4. Measurement Tools for the Comparative Evaluation Study

7.5. Assessing Students' Creativity

7.6. Marking Students' Creativity

7.6.1. First Activity

7.6.2. Second Activity

7.6.3. Calculating the Overall Creativity Score

7.7. Designing the Critical Thinking Assessment

7.7.1. Purpose

7.7.2. Construct

7.7.3. The Form of the Assessment

7.7.4. Why Three Alternatives in the Multiple-choice Questions?

7.7.5. Guidelines for Constructing Good Multiple-choice Items

7.8. Sample Items of Critical Thinking Assessments

7.8.1. Evaluation of an Argument and Credibility of Sources

7.8.2. Deduction

7.8.3. Assumption Identification

7.9. Marking

7.10. Psychometric Properties

7.10.1. Reliability

7.10.2. Validity

7.11. Piloting of the Assessments Used in the Philosophy for Children Evaluation

Chapter 8: The Findings of the Quasi-experimental Study

8.1. The Impact of the Philosophy for Children Programme on Critical Thinking

8.2. The Impact on Different Critical Thinking Skills

8.3. The Impact of the Philosophy for Children Programme on Creativity

8.4. The Impact on Different Aspects of Creativity

8.5. A Summary of the Findings of the Quasi-experimental Study

Chapter 9: Secondary Data Analysis: Evaluating the Long-term Impact of the Programme

9.1. Secondary Data Analysis as an Evaluation Method

9.2. Cases

9.3. Missing Data

9.4. Analysis

9.5. Findings of the Secondary Data Analysis

9.5.1. Results: Impact on Attainment

9.5.2. Results: Impact on Disadvantaged Students' Attainment

9.6. Discussion.

Chapter 10: Combining the Evidence: Deciding about the Programme Effectiveness

10.1. Philosophy for Children: Synthesising the Evidence

10.2. Should the Programme Be Implemented?

Chapter 11: Recommendations: When and How Should the Programme Be Implemented in the Classrooms?

11.1. Recommendations for Practitioners

11.1.1. Thinking Skills

11.1.2. Social Skills

11.1.3. Self-esteem and Self-confidence

11.1.4. Well-being

11.1.5. Recommendations on Programme Fidelity

11.1.6. Time Allocated

11.2. Closing the Gap Between Advantaged and Disadvantaged Students: Recommendations for Policy Makers

11.3. Recommendations for Teacher Education

11.4. Recommendations for Researchers

Chapter 12: Concluding Thoughts

12.1. Future Directions

12.2. Teaching and Assessing Skills in Schools

12.2.1. Critical and Creative Thinking

12.2.2. How Can Schooling Support the Development of Students' Thinking Skills?

12.2.3. Assessing Creativity and Critical Thinking

12.3. Final Thoughts

References

Index.

Notes:

Description based on print version record.

ISBN:

1-80043-002-7

OCLC:

1273667799