Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders
Document Type
Article
Department or Administrative Unit
Center for Teaching and Learning
Publication Date
8-1-2013
Abstract
The article presents the case of Cascadia School District in Ferndale, Washington, which offers an overview of how the Program Evaluation (PE) process may aid practicing professionals in their goals to evaluate and improve their programs serving students with emotional or behavioral disorder (EBD). It discusses "The Participatory Evaluation and Expert Review for Programs Serving Students With EBD, (PEER-EBD)" tool that requires involvement of staff directly in the process of PE and improvement.
Recommended Citation
Walker, B., Clancy, M., Tsai, S. F., & Cheney, D. (2013). Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders. Beyond Behavior, 22(3), 3–14. https://doi.org/10.1177/107429561302200302
Journal
Beyond Behavior
Rights
Copyright © 2013, © SAGE Publications
Comments
This article was originally published in Beyond Behavior. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.