PIC ID: 8194; Agency Sponsor: NIH-NIDDK, Diabetes and Digestive and Kidney Diseases; Federal Contact: Garfield, Sanford A, 301-594-8803; Performer: Doug Coulson, Arnold, MD 21012
Performance Improvement 2006. Diabetic Education in Tribal Schools (DETS) Evaluation Project Report
The development of an integrated K-12 science curriculum focusing on diabetes, by eight Tribal Colleges and Universities (TCUs), is targeted at increasing Tribal children’s understanding of diabetes, enhancing understanding of science, and ultimately encouraging Tribal children to enter health science professions. This is a complex task requiring a broad process evaluation strategy to track and monitor progress. These eight TCUs are guided by a Steering Committee (SC) consisting of members of each participating institution, representatives from the NIH National Institute of Diabetes & Digestive & Kidney Diseases (NIDDK), the NIH Office of Science Education (OSE), the Centers for Disease Control and Prevention (CDC), and the Indian Health Service (IHS) Four subcommittees report to the SC, three to develop curricula (K-4, 5-8, 9-12) and one on evaluation. The process evaluation determined whether the curriculum development program was being conducted as planned, whether expected output was being produced, and how program-critical processes can be improved. Curriculum design and pilot test outcomes questions were answered through several data gathering methods: (1) Instrumentation was developed to measure all process outcomes; (2) Lessons were reviewed against the 5E lesson template checklist, where the 5Es apply to the pedagogical levels (Engage, Explore, Explain, Elaborate, Evaluate); (2) The pilot test survey data was analyzed to identify portions of the curriculum that are weak and need improvement; (4) Lesson and unit assessment design included pre- and post- testing as well as matched controls in order to examine lesson effectiveness relative to achievement and attitude; (5) classroom observations as well as curriculum writer/ teacher interviews were conducted during site visits to establish curriculum implementation fidelity. These process evaluation analyses are important to establish credibility and validity of the DETS curriculum.