A Framework for Summative Evaluation in Informal Science Education

ABSTRACT

Summative evaluation plays a critical role in documenting the impacts of informal science education (ISE), potentially contributing to the ISE knowledge base and informing ongoing improvements in practice and decision-making. In response to the growing demand for capacity-building in ISE evaluation, this article presents a framework for summative evaluation based on an extensive review of literature and research-based refinements. The framework synthesizes key elements of high-quality summative evaluation into three dimensions: (a) Intervention Rationale, (b) Methodological Rigor and Appropriateness, and (c) Evaluation Uses. Judgment of the value of the intervention (e.g., program, exhibition) should draw upon all three dimensions.     

Military and Civilian Undergraduates: Attitudes Toward Women,Masculinity, and Authoritarianism

The influence of civilian and military college environments and undergraduates' sex on gender role attitudes and authoritarianism was investigated. Three hundred thirteen male and 69 female, primarily white middle-class students at the United States Naval Academy, United States Air Force Academy, Reserve Officer Training Corps, and a civilian university participated. Approximately 7% were Hispanic, 6% African-American, and 5% Asian-American. Military students had the most traditional authoritarian beliefs and gender role attitudes. When men only were analyzed, USNA males were the most traditional in their attitudes toward women and in antifemininity attitudes. ROTC men were the most traditional in authoritarianism and in status beliefs. All military-affiliated men held more traditional toughness attitudes than did civilian men. USNA men had the most traditional attitudes toward women as compared to the USNA females and civilian females and males.     

Legal and ethical issues involved when counseling minors in nonschool settings

Many counselors in non-school settings will work with children at some time during their practice; therefore, it is essential that they understand the legal and ethical issues relevant to working with minors. Major court cases and legislation are presented, and 4 critical ethical issues--counselor competence, the client's rights to confidentiality and informed consent, and duties related to child abuse--are addressed. Suggestions for working ethically with minors in order to limit legal liability are presented.     

Risk factors of suicidal ideations and attempts in talented, at-risk girls

The purpose of the present study was to investigate the relationships among suicidality, substance use, self-esteem, family structure, and eight personality characteristics (harm avoidance, impulsivity, aggression, social recognition, cognitive structure, succorance, abasement, and achievement) with 337 talented, at-risk, adolescent girls. Results indicated that girls with histories of suicidal ideations and/or attempts had significantly higher levels of substance use, impulsivity, aggression, and social recognition, and significantly lower levels of self-esteem and harm avoidance than girls without such histories. Girls without suicide histories were also more likely to come from single mother families. Consideration of these factors, by both researchers and clinicians, in assessing suicide risk is encouraged.     

Conceptual Models in Organizational Consultation

Human organizations are potentially very complex systems operating in even more complex environments. Fundamental to the consultant's effectiveness is his or her ability to conceptualize among these complexities. Several general conceptual models that facilitate the consultant's conceptual work are reviewed. Also, fundamental to the effectiveness of consultation is the consultant's ability to empower consultees conceptually. Several principles related to achieving this objective are presented and discussed. The authors conclude with a discussion targeted to the objective of integrating conceptual models in consultation practice.     

Relationship Between Counselors' Clinical Hypotheses and Client Ratings of Counselor Effectiveness

The authors assessed the relationship of counseling students' hypothesis formation skill levels to counseling effectiveness. Hypothesis rating scales were selected to assess skill in using a comprehensive range of client data, integrating multiple client dimensions, and forming questions for hypothesis testing. Results indicated that higher ratings of hypothesis formation skill were associated with higher client ratings of counselor effectiveness. A combination of four hypothesis skill ratings predicted more than 60% of the variance in total Counselor Rating Form-Short version (CRF-S) scores, and one or more hypothesis formation skills were predictive of each CRF-S subscale score.     

A Cognitive-Skills Model for Counselor Training and Supervision

This article describes a model for training counselors in cognitive skills that can be used to supplement any systematic training approach to behavioral skills. The four phases of the training model are designed to teach counselor trainees cognitive skills and self-instructional strategies related to (a) attending to and seeking information, (b) forming hypotheses and conceptual models, and (c) intervention planning and self-instruction. Instructional techniques and exercises are described for each training phase.