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DTSTART:20251102T020000
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DESCRIPTION:\n    \n        \n            \n            Speaker Information
 :\n            \n            \n            Debra Bragg\, OCCRL\n          
   Heather McCambly\, OCCRL\n            \n        \n    \n\nThis paper foc
 uses on actions taken to improve Pathways to Results (PTR)\, a participato
 ry action research initiative focused on continuously improving higher edu
 cation programs of study. Relying on Mertens’ and Hesse-Biber’s (2013) def
 inition of transformative evaluation\, which refers to a mixed methods app
 roach that engages the community under study in a culturally relevant mann
 er to support socially just outcomes\, plans to improve PTR will explore h
 ow qualitative data on student perceptions can be coupled with quantitativ
 e achievement data to support practitioners’ meaning making for the purpos
 e of addressing equity gaps in student achievement and bringing about sust
 ainable change. Based on Mertens (2012\, 2013)\, we believe a mixed-method
 s approach that is inclusive of student voice has the potential to challen
 ge practitioner’s assumptions about social justice\, bring equity gaps and
  process flaws into clear view\, and inspire culturally responsive site-sp
 ecific action that is scalable.\n\n    \n        \n            \n         
    Sponsor:\n            \n            \n            American Evaluation A
 ssociation\n            \n        \n    \n\nWebsite
DTEND:20151112T030000Z
DTSTAMP:20260414T124652Z
DTSTART:20151112T010000Z
LOCATION:IL\,USA\,Champaign
SEQUENCE:0
SUMMARY:Improving Pathways to Results: Mixing Methods to Create Equity-Mind
 ed Practice
UID:RFCALITEM639117496121194428
X-ALT-DESC;FMTTYPE=text/html:<table>\n    <tbody>\n        <tr>\n          
   <td>\n            <p>Speaker Information:</p>\n            </td>\n      
       <td>\n            <p>Debra Bragg\, OCCRL</p>\n            <p>Heather
  McCambly\, OCCRL</p>\n            </td>\n        </tr>\n    </tbody>\n</t
 able>\n<p>This paper focuses on actions taken to improve Pathways to Resul
 ts (PTR)\, a participatory action research initiative focused on continuou
 sly improving higher education programs of study. Relying on Mertens’ and 
 Hesse-Biber’s (2013) definition of transformative evaluation\, which refer
 s to a mixed methods approach that engages the community under study in a 
 culturally relevant manner to support socially just outcomes\, plans to im
 prove PTR will explore how qualitative data on student perceptions can be 
 coupled with quantitative achievement data to support practitioners’ meani
 ng making for the purpose of addressing equity gaps in student achievement
  and bringing about sustainable change. Based on Mertens (2012\, 2013)\, w
 e believe a mixed-methods approach that is inclusive of student voice has 
 the potential to challenge practitioner’s assumptions about social justice
 \, bring equity gaps and process flaws into clear view\, and inspire cultu
 rally responsive site-specific action that is scalable.</p>\n<table>\n    
 <tbody>\n        <tr>\n            <td>\n            <p>Sponsor:</p>\n    
         </td>\n            <td>\n            <p>American Evaluation Associ
 ation</p>\n            </td>\n        </tr>\n    </tbody>\n</table>\n<p><a
  href="http://www.evaluationconference.org/">Website</a></p>
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