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. Author manuscript; available in PMC: 2013 Jul 18.
Published in final edited form as: J Sch Health. 2008 May;78(5):264–273. doi: 10.1111/j.1746-1561.2008.00299.x

Table 1.

Data Collection Procedures

Data Collection Procedures Process Evaluation Purpose When Collected Sampling Procedure Sample Size
Teacher questionnaire Evaluate teacher characteristics, teacher attitudes, curriculum attributes, and teacher implementation End of seventh-grade school year; end of eighth-grade school year All teachers 62
Teacher interview Evaluate teacher characteristics, teacher training, external facilitators and barriers, teacher attitudes, and teacher implementation End of seventh-grade school year/beginning of eighth-grade school year; end of eighth-grade school year All teachers 62
Teacher training evaluation questionnaire Evaluate teacher training and teacher attitudes Beginning of eighth-grade school year All teachers 30
Student surveys Evaluate reach Beginning and end of eighth-grade school year All students aggregated at level of teachers’ classes 4884
Student feedback interviews Evaluate reach End of eighth-grade school year Subsample 725
Student homework Triangulate with other data sources and exploratory research to evaluate student reach End of eighth-grade school year Subsample Varied*
Project SPLASH database Evaluate teacher characteristics and external facilitators and barriers Ongoing, database maintained by the main study All teachers 62
*

Sample size depended on the type of homework evaluated ranging from n = 20 to 2678.