Design theory and formative evidence to define (1) the system/network-level within which organization and point-of-service settings are materially nested and (2) the lower-stakes QIS design that networks and organizations should implement for improved performance.
Citation: Smith, C.M., & Akiva, T. (2008). Quality Accountability: Improving Fidelity of Broad Developmentally Focused Interventions.
Design theory and formative evidence to describe setting dynamics at two distinct levels, (1) the organization-level where professional learning communities are formed and (2) point-of-service level (e.g., classrooms) where professional staff and learners meet.
Overall 24 sites within 17 grantees participated in the self-assessment pilot study by assembling staff teams to collect data and score the Youth Program Quality Assessment (PQA). Youth PQA data collected using the self-assessment method demonstrated promising patterns of both internal consistency and concurrent validity with aligned youth survey responses.
Citation: Smith, C. (2005b). Findings from the self-assessment pilot in Michigan 21st Century Learning Centers. Ypsilanti, MI: High/Scope Educational Research Foundation.
Original validation study for the Youth Program Quality Assessment (Youth PQA). The Youth PQA was developed to assess the quality of instruction in afterschool and other education settings.
Citation: Smith, C., & Hohmann, C. (2005). Full findings from the Youth PQA validation study. Ypsilanti, MI: High/Scope Educational Research Foundation.