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Strategy for monitoring the implementation of your program or policy.

Prepare a PowerPoint presentation of 7–10 slides, highlighting your process evaluation strategy for monitoring the implementation of your program or policy.

Outline your process evaluation strategy by deciding how you will monitor the following dimensions of your program or policy:

Targets
Program staff or individuals responsible for implementing the program or policy
Demonstrate how the monitoring plan will evaluate the intervention’s impact, performance, and efficiency.
You must come up with at least two questions per dimension that will allow you to measure whether the critical elements of the program or policy have been implemented properly.

Specify the Research Design

Specify the design of your program or policy to analyze whether it provides solutions to the problems presented in the project scenario for the Fictionland Police Department. Be sure to complete all assigned readings for the week, including the pdf documents. Include the answers to the following questions in your report:

Among the many possible design approaches, which design will you employ?
Why do you consider this to be the best design for your study?
What are the advantages and disadvantages of the approach you have selected?
Are there any potential complicating factors that you can anticipate?

Sample Solution

Recruitment took place at the beginning of a class period after permission had been granted by the instructor. The researcher then explained the goals of the study and distributed individual sign-up sheet to preserve the anonymity of the participants. Any student who wished to participate was welcome. The researcher hoped to recruit at least 15 participants in each section of the French phonetics course to meet the requirement for representativeness, but due to lack of enrollment, there were only 7 participants per group. The qualitative data from the participants provided rich enough data to obtain a credible picture and ensure saturation. Thus the requirements for the representativeness/saturation trade-off was met. Both groups received the same instruction in French phonetics and pronunciation. The phonetics course was held every Monday, Wednesday, and Friday for fifty minutes. Fridays were dedicated to lab work, while Mondays and Wednesdays were lectures. At the University of Illinois, French pronunciation is taught following an explicit methodology. Each phonological feature is explained in detail according to the manner of pronunciation: tongue position, jaw position, lips, etc. Data Collection Before the first phonological feature was taught, the participants completed the pre-test (Time 1). The post-test (Time 2) was completed after the instruction of the features. Both pre-test and post-test included two types of reading/recording exercises: a short text and short sentences (created by the researcher), targeting specific phonological features of French: /y/ vs. /u/, or the “silent e” (or schwa). While reading the texts and sentences, each participant was required to record themselves at Time 1 and at Time 2. The recordings took place in the phonetics laboratory at the University of Illinois, where participants can be monitored. The researcher asked the students to record themselves only once to control for repeated recordings, which may allow the students to modify their pronunciation. ...(download the rest of the essay above)
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