Abstract
AbstractIn contrast to typical National Science Foundation program evaluations, the Utah State Math Science Partnership‐Research, Evaluation and Technical Assistance Project (MSP‐RETA) provided technical assistance (TA) in two forms: direct TA for up to 10 projects a year, and professional development sessions for a larger number of project staff. Not surprisingly, the two forms led to different results in terms of involvement and use. Most of those who participated in the direct technical assistance activities were positively affected and sought additional support and development. Project staff who were not included in the direct assistance efforts were more likely to report limited involvement and use. © Wiley Periodicals Inc., and the American Evaluation Association.
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