Group Designs in Program Evaluation

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Nov 24, 2024

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1 Group Designs in Program Evaluation Author Institutional affiliation Course name and number Instructor name Assignment due date

2 Group Designs in Program Evaluation The Research Design Methods The case study group research design can evaluate a foster parent training program. A case study group research design entails generating a multi-faceted, in-depth understanding of complex issues in a real-life scenario (Crowe et al.,2011). A case study is an appropriate research design in the foster parent training program because it addresses the issues from a real-life perspective (Plummer et al., 2014). The research design is most appropriate in analyzing advanced real-life issues that require an in-depth appreciation of the issue (Holosko, 2010). In addition, the research design will allow the researcher to interact with sampled foster parents. The researcher can have a real-life experience and understanding of the foster parenting process through the interaction. The data collection methods to be used are focus groups and interviews. Focus groups will involve grouping the participants into various groups to be allowed to interact. The researcher will then observe their interactions and listen to the issues they discuss. A focus group entails carefully selected participants whose responsibility is to discuss a given topic. One advantage of using a focus group is that the participants can freely discuss foster training (McNamara, 2006). A facilitator will collect data and guide the members within the topic under discussion. The researcher can utilize the findings to understand the issue deeper. Another data collection method is interviewing, where the information will be recorded and later transcripted. The researcher will collect data from the selected participants during the interviews. The criteria to be measured is child abuse prevention which will be evaluated at the beginning and the end of the foster parent training program. In calculating the outcome, the researchers should begin by asking the participants about their definition of child abuse. The

3 question should be asked at the beginning and the end of the training program. Then, the researcher should ask the participants their understanding of child abuse prevention at the beginning and end of the program. Successful training will show that the participants had a deeper understanding of child abuse prevention at the end of the program.

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4 References Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC medical research methodology , 11 (1), 1-9. Holosko, M. J. (2010). What types of designs are we using in social work research and evaluation?. Research on Social Work Practice , 20 (6), 665-673. McNamara, C. (2006). Overview of methods to collect information. C. McNamara . Plummer, S. B., Makris, S., & Brocksen, S. M. (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e- reader] .

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