{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/17228"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/17228","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"A review of the current status of evaluation of parent education","abstract":"This research explored the current status of parent-education evaluation and examined how evaluation results are being used. Though parent education is increasing, evaluation which is a key element to assure quality programs, is often lacking. The purpose of this study was to explore the current status of parenteducation evaluation and to determine how evaluation results are used. A qualitative approach guided by the ecological perspective was used to examine data from active parent educators. The sample included 264 consumer sciences agents. Though a return rate of 53% (141) was obtained, some respondents did not perform parent education. Final analysis was based on 106 returned questionnaires evidencing parent-training activity (40%). Data were collected by mailing the Parent-education Evaluation questionnaire, designed by the researcher, to participants representing a large geographic area and diverse audiences. A total of 9, mostly open-ended questions assessed what parent education these agents conducted, whether it was evaluated, how evaluations were accomplished, and what were the best resources for assistance and the greatest obstacles, and solicited suggestions for future evaluation. Surveys were self-administered, then returned by mail. Questionnaire responses were typed; and data were analyzed by multiple cycles of reading, coding, and tabulation to determine emergent themes. Findings were framed by two research questions: 1. What is the current status of parent-education evaluation? 2. How are evaluation results used? Qualitative methodology was used to analyze data and form 13 recurring themes. According to this study diversity abounds within parent education and its evaluation. Parent education is frequently evaluated by many different methods. Expert help and materials can make the task easier; however, evaluation obstacles far outnumbered helpful resources. The written questionnaire, followed by verbal feedback, are the preferred methods. Evaluation results are used to determine effectiveness of programs and methods; enhance future programs; and report educators' activity and achievement.","abstract_html":"This research explored the current status of parent-education evaluation and examined how evaluation results are being used. Though parent education is increasing, evaluation which is a key element to assure quality programs, is often lacking. The purpose of this study was to explore the current status of parenteducation evaluation and to determine how evaluation results are used. A qualitative approach guided by the ecological perspective was used to examine data from active parent educators. The sample included 264 consumer sciences agents. Though a return rate of 53% (141) was obtained, some respondents did not perform parent education. Final analysis was based on 106 returned questionnaires evidencing parent-training activity (40%). Data were collected by mailing the Parent-education Evaluation questionnaire, designed by the researcher, to participants representing a large geographic area and diverse audiences. A total of 9, mostly open-ended questions assessed what parent education these agents conducted, whether it was evaluated, how evaluations were accomplished, and what were the best resources for assistance and the greatest obstacles, and solicited suggestions for future evaluation. Surveys were self-administered, then returned by mail. Questionnaire responses were typed; and data were analyzed by multiple cycles of reading, coding, and tabulation to determine emergent themes. Findings were framed by two research questions: 1. What is the current status of parent-education evaluation? 2. How are evaluation results used? Qualitative methodology was used to analyze data and form 13 recurring themes. According to this study diversity abounds within parent education and its evaluation. Parent education is frequently evaluated by many different methods. Expert help and materials can make the task easier; however, evaluation obstacles far outnumbered helpful resources. The written questionnaire, followed by verbal feedback, are the preferred methods. Evaluation results are used to determine effectiveness of programs and methods; enhance future programs; and report educators' activity and achievement.","abstract_has_math":false,"creators":["McDonald, Marilyn Paul"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctorate","degree_discipline":"Family Studies","degree_department":null,"school":null,"contributors":[],"advisors":["Martin, Jennifer"],"committee_chairs":[],"committee_members":["Chenoweth, Lillian","Fannin, Ronald A."],"year":1996,"date_issued":"1996","date_published":"1996","updated_at":"2026-07-24T05:04:59Z","subjects":["Parent-education programs","Parent-education activities","Child development"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/17228","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Martin, Jennifer"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Chenoweth, Lillian","Fannin, Ronald A."]},{"key":"dc:creator","label":"Author","values":["McDonald, Marilyn Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-08-26T19:04:06Z"]},{"key":"dc:date.issued","label":"Date","values":["1996"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctorate"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parent-education programs","Parent-education activities","Child development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/17228"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explored the current status of parent-education evaluation and examined how evaluation results are being used. Though parent education is increasing, evaluation which is a key element to assure quality programs, is often lacking. The purpose of this study was to explore the current status of parenteducation evaluation and to determine how evaluation results are used. A qualitative approach guided by the ecological perspective was used to examine data from active parent educators. The sample included 264 consumer sciences agents. Though a return rate of 53% (141) was obtained, some respondents did not perform parent education. Final analysis was based on 106 returned questionnaires evidencing parent-training activity (40%). Data were collected by mailing the Parent-education Evaluation questionnaire, designed by the researcher, to participants representing a large geographic area and diverse audiences. A total of 9, mostly open-ended questions assessed what parent education these agents conducted, whether it was evaluated, how evaluations were accomplished, and what were the best resources for assistance and the greatest obstacles, and solicited suggestions for future evaluation. Surveys were self-administered, then returned by mail. Questionnaire responses were typed; and data were analyzed by multiple cycles of reading, coding, and tabulation to determine emergent themes. Findings were framed by two research questions: 1. What is the current status of parent-education evaluation? 2. How are evaluation results used? Qualitative methodology was used to analyze data and form 13 recurring themes. According to this study diversity abounds within parent education and its evaluation. Parent education is frequently evaluated by many different methods. Expert help and materials can make the task easier; however, evaluation obstacles far outnumbered helpful resources. The written questionnaire, followed by verbal feedback, are the preferred methods. Evaluation results are used to determine effectiveness of programs and methods; enhance future programs; and report educators' activity and achievement."]},{"key":"dc:title","label":"Title","values":["A review of the current status of evaluation of parent education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Martin, Jennifer"],"dc:contributor.committeemember":["Chenoweth, Lillian","Fannin, Ronald A."],"dc:creator":["McDonald, Marilyn Paul"],"dc:date.accessioned":["2025-08-26T19:04:06Z"],"dc:date.issued":["1996"],"dc:description.abstract":["This research explored the current status of parent-education evaluation and examined how evaluation results are being used. Though parent education is increasing, evaluation which is a key element to assure quality programs, is often lacking. The purpose of this study was to explore the current status of parenteducation evaluation and to determine how evaluation results are used. A qualitative approach guided by the ecological perspective was used to examine data from active parent educators. The sample included 264 consumer sciences agents. Though a return rate of 53% (141) was obtained, some respondents did not perform parent education. Final analysis was based on 106 returned questionnaires evidencing parent-training activity (40%). Data were collected by mailing the Parent-education Evaluation questionnaire, designed by the researcher, to participants representing a large geographic area and diverse audiences. A total of 9, mostly open-ended questions assessed what parent education these agents conducted, whether it was evaluated, how evaluations were accomplished, and what were the best resources for assistance and the greatest obstacles, and solicited suggestions for future evaluation. Surveys were self-administered, then returned by mail. Questionnaire responses were typed; and data were analyzed by multiple cycles of reading, coding, and tabulation to determine emergent themes. Findings were framed by two research questions: 1. What is the current status of parent-education evaluation? 2. How are evaluation results used? Qualitative methodology was used to analyze data and form 13 recurring themes. According to this study diversity abounds within parent education and its evaluation. Parent education is frequently evaluated by many different methods. Expert help and materials can make the task easier; however, evaluation obstacles far outnumbered helpful resources. The written questionnaire, followed by verbal feedback, are the preferred methods. 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