Kelly 2007

Stakeholders as Evaluators in Academic Program Evaluation

Asil Ali Özdoğru

In an attempt to evaluate an academic program, students and faculty, as a major group of stakeholders, can perform various phases of evaluation. This study presents a case example of a graduate program utilizing its constituents in the planning, information gathering, and analysis steps of its process evaluation. A doctoral program in educational measurement and methodology asked one of its seminar groups to carry out the evaluation of program activities and student attitudes about the program. The program accomplished a valid and responsive evaluation as a result of the collaborative group project between students and faculty. Triangulation of different perspectives and experiences provided a rich array of information in the identification of major program components, development of essential outcome measures, and interpretation of evaluation results.

Keywords: Program evaluation, stakeholders, empowerment evaluation

Citation: Özdoğru, A. A. (2007, April). Stakeholders as evaluators in academic program evaluation. Paper presented at the 21st annual Edward Kelly Conference, Ottawa, Canada.

AERA 2007

Gender Differences in Children's Afterschool Autonomy in Taiwan and the United States

Temi Bidjerano, Joan Newman, Chin-Cheng Kao, Asil Ali Özdoğru, and Çağrı Özköse-Bıyık

The study examined boys’ and girls’ autonomy of choice of activities in the after-school hours from a cross-cultural perspective. Pre-adolescent children from Taiwan (n= 252) and US (n=195) completed a questionnaire on their usual after-school activities indicating who determines the choice of any particular activity. The children from the two countries differed significantly with respect to proportion of adult chosen time spent in media use, extra-academic activities, extracurricular activities, sports, and routines. In addition, boys tended to report that they engage in academic activities by virtue of their parents’ demands to a greater extent than girls. The paper offers tentative interpretations of the observed cross-cultural and gender differences.

Keywords: Autonomy, gender differences, cross-cultural psychology

Citation: Bidjerano, T., Newman, J., Kao, C.-C., Özdoğru, A. A., & Özköse-Bıyık, Ç. (2007, April). Gender differences in children’s afterschool autonomy in Taiwan and the United States. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, USA.