Mixed-Methods Theory-Based Impact Evaluation of the Adults Relating to Kids Program in Secondary Schools in an Independent School District

• In Event: 53.071 - Applications of Mixed-Methods Research to Advance Understanding of Educational Issues

Abstract

This Mixed Methods Theory-Based Impact Evaluation study focused on evaluating teacher implementation of the ARK (Adults Relating to Kids; Wilkerson, 1995/2013) program in secondary schools in an Independent School District (ISD). The researchers used the ARK Observation Protocol, called the Classroom Assessment Scoring System—Adults Relating to Kids for Teachers and Staff Secondary Level (CLASS-ARK-S; Onwuegbuzie & Benge, 2014)—that incorporated all tenets of the ARK program—to conduct pre-ARK and post-ARK intervention observations of 10th-grade teachers at two experimental schools (n = 44) and one control school (n = 18). The quantitative and qualitative findings provided compelling evidence that the ARK intervention was mostly successful in increasing the effectiveness of the select experimental school teachers. Implications will be discussed.

Authors

• Anthony J. Onwuegbuzie, Sam Houston State University

• Cindy Lee Benge, Eastern New Mexico University