Kinds of Evidence Employed in Community Assessment and Problem-Solving

2021-07-21 22:06:26
3 pages
603 words
University/College: 
Carnegie Mellon University
Type of paper: 
Speech
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The kinds of evidence employed in this problem solving and community assessments are the systematic research reviews and building knowledge. The systematic research review captures the child-friendly in the South Arkansas, and the target group is children in the age bracket of 5 to 15. The research finding involves the investigation of 10 children from three different schools and a minimum of three teachers from each school in the given geographical location.

Community project and sources of evidence used in determining what types of services rendered

The community project under analysis is the child advocacy community leadership, which evaluates how the ideas from children can effectively be incorporated into the society without discrimination. The source of evidence is the secondary data collected in the form of questionnaires which explain the kind of services offered in the described project.

Literature collected and a plan for evidence collection

The literature collected is the secondary data which involves conducting a research of the population of children between 5 and 15 years. It includes interviews conducted in the given geographical location, questionnaires with open-ended questions, observation, and focus groups.

Plan for Evidence Collection

Statement problem: community assessment for pre, middle or high school students for children between five to fifteen years. What type of data will give the relevant information? What data is currently available? What is the nature of the evidence being adopted in this study? What kind of data that is to be generated?

Conduction of Interviews and collection of evidence for the project

The interviews involve at least three teachers and ten children from three schools. The children are aged between five to fifteen years. The study covers both formal and non-formal education in evaluating the capabilities of children, fundamental skills and independent values in the community. The interview is carried out in the three schools independent of each other, and the specified information is derived from each school. The interviewees are ten children from the three schools and at least three teachers. The evidence of the project is collected through the focused groups and questionnaires because they give a clear view of the data being obtained.

Summary and its options

The data is collected mainly to determine the ideas given by the children between age five to fifteen. It is viable and can be incorporated to bring its importance to the community. The project goes to analyze the capability of the children and the rudimentary skills acquired in the process. The option available is for the children to be allowed to give their ideas to the think tank of the schools management so that it can be viable to the society.

Plan for addressing Community interest needs

What data can be used in solving the community needs? What method is used to ensure that information from the children is appropriately adopted? Does the data collected have a vital importance? What kind of information is to be adopted in the community?

Evaluation

The project aims at ensuring that the information and ideas of the young population in the Southwest Arkansas is adequately utilized and can be relied upon by the community at large. The children should be seen as the alternative think tank of ideas and the concern about them should be taken seriously (Anderson, 2009).

Plan to present to agency to implement project and Evaluation

To achieve the child advocacy community leadership, it requires several stages including; Management of Communications; the interview should frequently be conducted to ensure complete capture of the requested data. Management of a project team; the team coordinating the study should be managed appropriately to ensure the correct data is analyzed.

Reference

Anderson, G. L. (2009). Advocacy leadership: Toward a post-reform agenda in education. Routledge.

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