STAFF
Paul R. Brandon
(brandon@hawaii.edu)
Position: professor of education; director of the Program Research and Evaluation Office; graduate faculty in Educational Psychology
Education: BS, Portland State University (political science); MEd, University of Hawai‘i at Mānoa (counseling); PhD, University of Hawai‘i at Mānoa (educational psychology)
Scholarly interests and expertise: Educational research and program evaluation
Current and recent projects:
1. Phase-I Study of the Effects of Professional Development and Long-term Support on Program Implementation and Scaling Up (National Science Foundation)
2. Evaluation of the ARTS FIRST Windward Research Project (subcontract on a U. S. Department of Education grant to the Hawai‘i Alliance for Arts Education)
Selected publications:
Brandon, P. R. (2005). Using test standard-setting methods in educational program evaluation: Addressing the issue of how good is good enough. Journal of Multidisciplinary Evaluation, 3, 1–29.
Brandon, P. R., & Higa, T. H. (2004). An empirical study of building the evaluation capacity of K–12 site-managed project personnel. Canadian Journal of Program Evaluation, 19(1), 125–142.
Brandon, P. R. (2004). Conclusions about frequently studied modified Angoff standard-setting topics. Applied Measurement in Education, 17, 59–88.
Brandon, P. R. (2002). Two versions of the contrasting-groups standard-setting method: A review. Measurement and Evaluation in Counseling and Development, 35, 167–181.
Heck, R. H., Brandon, P. R., & Wang, J. (2001). Implementing site-managed educational changes: Examining levels of implementation and effect. Educational Policy, 15, 302–322.
Brandon, P. R. (1999). Involving program stakeholders in reviewing evaluators’ recommendations for program revisions. Evaluation and Program Planning, 22, 363–372.
Brandon, P. R. (1998). Stakeholder participation for the purpose of helping ensure evaluation validity: Bridging the gap between collaborative and non-collaborative evaluations. American Journal of Evaluation, 19, 325–337.
Brandon, P. R. (1998). A meta-evaluation of schools’ methods for selecting site-managed projects. Studies in Educational Evaluation, 24, 213–228.
Brandon, P. R., & Heck, R. H. (1998). The use of teacher expertise in decision-making during school-conducted needs assessments: A multilevel perspective. Evaluation and Program Planning, 21, 323–331.
Cooper, J. E., Brandon, P. R., & Lindberg, M. A. (1998). Evaluators’ use of peer debriefing: Three impressionist tales. Qualitative Inquiry, 4, 265–279.
Heck, R. H., & Brandon, P. R. (1995). Teacher empowerment and the implementation of school-based reform. Empowerment in Organizations, 3(4), 10–19.
Brandon, P. R., Wang, Z., & Heck, R. H. (1994). Teacher involvement in school-conducted needs assessments: Issues of decision-making process and validity. Evaluation Review, 18, 458–471.
Brandon, P. R., Lindberg, M. A., & Wang, Z. (1993). Involving program beneficiaries in the early stages of evaluation: Issues of consequential validity and influence. Educational Evaluation and Policy Analysis, 15, 420–428.
Brandon, P. R., Newton, B. J., & Harman, J. W. (1993). Enhancing validity through beneficiaries’ equitable involvement in identifying and prioritizing homeless children's educational problems. Evaluation and Program Planning, 16, 287–293.
Brandon, P. R., Newton, B. J., & Hammond, O. W. (1987). Children’s mathematics achievement in Hawai‘i: Sex differences favoring girls. American Educational Research Journal, 24(3), 437–461.
Heath, R. W., & Brandon, P. R. (1982). An alternative approach to the evaluation of educational and social programs. Educational Evaluation and Policy Analysis, 4(4), 477–486.