Evaluating Youth Development Programs: Progress and Promise

Autor/inn/en	Roth, Jodie L.; Brooks-Gunn, Jeanne
Titel	Evaluating Youth Development Programs: Progress and Promise
Quelle	In: Applied Developmental Science, 20 (2016) 3, S.188-202 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2015.1113879
Schlagwörter	Program Evaluation; Youth Programs; Adolescent Development; Educational Research; Literature Reviews; Educational Theories; Input Output Analysis; Program Design; Prevention; Definitions; Classification; Longitudinal Studies; Educational Trends + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Jugendsofortprogramm; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Programme design; Programmaufbau; Programmplanung; Prävention; Vorbeugung; Begriffsbestimmung; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsentwicklung
Abstract	Advances in theories of adolescent development and positive youth development have greatly increased our understanding of how programs and practices with adolescents can impede or enhance their development. In this article the authors reflect on the progress in research on youth development programs in the last two decades, since possibly the first review of empirical evaluations by Roth, Brooks-Gunn, Murray, and Foster (1998). The authors use the terms Version 1.0, 2.0, and 3.0 to refer to changes in youth development research and programs over time. They argue that advances in theory and descriptive accounts of youth development programs (Version 2.0) need to be coupled with progress in definitions of youth development programs, measurement of inputs and outputs that incorporate an understanding of programs as contexts for development, and stronger design and evaluation of programs (Version 3.0). The authors also advocate for an integration of prevention and promotion research, and for use of the term youth development rather than positive youth development. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01