This program evaluation study examined the reaction (i.e., Self-Assessed Knowledge and Satisfaction) and learning levels (i.e., knowledge gain) of Kirkpatrick’s framework (1996) for evaluation using data from the PREPaRE School Crisis Prevention and Intervention Training Curriculum (Brock et al., 2009). The sample included 3,276 Workshop 1 participants and 4,016 Workshop 2 participants, or approximately 50% of PREPaRE program participants from July 2011 to August 2015. Exploratory and confirmatory factor analyses completed provide support for the two-factor structure of the evaluation measure (i.e., Self-Assessed Knowledge and Satisfaction). Correlational analyses supported the role of demographic variables in relation to training Satisfaction and Self-Assessed Knowledge and the significant relation between knowledge gain and attitude change. After controlling for demographic factors, Satisfaction and Self-Assessed Knowledge did not predict knowledge gain for both workshop participants, but were identified as unique and significant predictors of attitude change for both workshops, based on hierarchical multiple regression analyses. This study highlights program evaluation and measurement strengths and limitations to be addressed in future research to improve the program evaluation and implementation of PREPaRE.
|Advisor:||Nickerson, Amanda B.|
|Commitee:||Guyker, Wendy, Meier, Scott|
|School:||State University of New York at Buffalo|
|Department:||Counseling, School and Educational Psychology|
|School Location:||United States -- New York|
|Source:||DAI-B 78/11(E), Dissertation Abstracts International|
|Keywords:||Knowledge gain, Program evaluation, Satisfaction, School crisis prevention|
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