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Research

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Durdella, N.R. (2010, Spring). Evaluations that respond: Prescription, application, and implications of responsive evaluation theory for community college instructional support programs. Journal of Applied Research in the Community College 17(2), 13-23.

Abstract

This study examines two community college instructional support programs to explore the effectiveness of an evaluation model—responsive evaluation theory—that may ease the tensions between a concern over programs’ processes and reporting requirements for program outcomes. The study uses a comparative qualitative case study design and applies responsive evaluation’s prescriptive steps to assess the research questions: How effectively does responsive evaluation theory operate as an evaluation model? How does responsive evaluation theory articulate with systematic evaluation theories? Results indicate that responsive evaluation can be an effective model if evaluators consult program faculty and staff, who in turn express an interest in building a collaborative evaluation, and if the purpose of the evaluation is to examine process-oriented issues. Results further indicate that responsive and systematic evaluation models articulate well in that outcomes-oriented issues can be examined within the context of a responsive evaluation. Finally, results demonstrate that the responsive evaluation process can be highly politicized and, consequently, addresses the concerns of stakeholders to varying degrees.

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Tovar, E. & Simon, M. A. (2010). Factorial Structure and Invariance Analysis of the Sense of Belonging Scales. Measurement and Evaluation in Counseling and Development, 43, 199-217.

Abstract

This research article was awarded The 2010 Patricia B. Elmore Award for Outstanding Research in Measurement and Evaluation. Association for Assessment in Counseling and Education/Measurement and Evaluation in Counseling and Development. The award was given as the article was "deemed to have made the greatest contribution to the professional literature."

Using a diverse sample of university students, this article describes outcomes of a confirmatory factor analysis and a group invariance analysis conducted to validate the factorial structure of the Sense of Belonging Scales. Accordingly, a modified factor structure departing significantly from that of the original authors is proposed.

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