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Mediators and Moderators in the Evaluation of Programs for Children

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  • Anthony Petrosino

    (American Academy of Arts & Sciences)

Abstract

The author examines the role of mediators and moderators in the evaluation of programs for children. The terms are defined and examples of each are presented. Using bibliometric analysis, the author examines how evaluators use mediators and moderators in treatment studies in education, juvenile justice, health care, child protection, and mental health. The use of mediators and moderators is sporadic and vague at best. An agenda for improvement is outlined that includes greater use of program theory and intensive case studies to find out why researchers in prevention and health promotion incorporate mediators and moderators more effectively in their evaluations.

Suggested Citation

  • Anthony Petrosino, 2000. "Mediators and Moderators in the Evaluation of Programs for Children," Evaluation Review, , vol. 24(1), pages 47-72, February.
    • Handle: RePEc:sae:evarev:v:24:y:2000:i:1:p:47-72
    DOI: 10.1177/0193841X0002400102
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    References listed on IDEAS

    as
    1. Thomas D. Cook, "undated". "Considering the Major Arguments Against Random Assignment: An Analysis of the Intellectual Culture Surrounding Evaluation in American Schools of Education," IPR working papers 99-2, Institute for Policy Resarch at Northwestern University.
    2. Lipsey, Mark W. & Pollard, John A., 1989. "Driving toward theory in program evaluation: More models to choose from," Evaluation and Program Planning, Elsevier, vol. 12(4), pages 317-328, January.
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