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The context of program implementation and evaluation: A pilot study of interorganizational differences to improve child welfare reform efforts

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CHILDREN AND YOUTH SERVICES REVIEW 2011年第11期33卷 2273-2281页

作者： Crea, Thomas M. Crampton, David S. Boston Coll Grad Sch Social Work Chestnut Hill MA 02467 USA Case Western Reserve Univ Mandel Sch Appl Social Sci Cleveland OH 44106 USA

This article contributes to the growing literature on evaluation and implementation science by examining the interaction between staff perceptions of organizational strength with perceptions and indicators of program fidelity. As part of a pilot project related to the evaluation of the Family to Family initiative, a survey was distributed to employees within two urban child welfare agencies with a total of 410 respondents across both sites, for a combined response rate of 72.2%. Survey results were analyzed both in terms or respondents' perception of their agency as well as in relation to measures of program performance and workload. Multivariate models show that organizational indicators are the most significant and positive predictors of perceived program implementation. Specifically, staff who positively perceived the availability of information within their agency also believed that the programs were well implemented in their agency. These findings suggest that as the value of program changes are articulated within an organization, the implementation of the initiative is perceived to improve. (C) 2011 Elsevier Ltd. All rights reserved.

关键词： program implementation Organizational context Child welfare reform

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Comprehensive Behavioral Health and School Psychology: An implementation Agenda

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JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2017年第3期33卷 233-244页

作者： Forman, Susan G. Ward, Caryn S. Fixsen, Dean L. Rutgers State Univ Grad Sch Appl & Profess Psychol Piscataway NJ USA Univ North Carolina Chapel Hill Natl Implementat Res Network Chapel Hill NC USA

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关键词： School Psychology Health Behavior program implementation Comprehensive School Health Education Integrated Services Fundamental Concepts School Psychologists Counselor Role Minimum Competencies Organizational Culture Leadership Role Elementary Secondary Education

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A Trusted Source of Information: How Systematic Reviews Can Support User Decisions About Adopting Evidence-Based programs

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EVALUATION REVIEW 2017年第1期41卷 50-77页

作者： Paulsell, Diane Thomas, Jaime Monahan, Shannon Seftor, Neil S. Math Policy Res Human Serv Res Div Princeton NJ USA Math Policy Res Princeton NJ USA Math Policy Res 505 14th StSuite 800 Oakland CA 94612 USA

Background: Systematic reviews sponsored by federal departments or agencies play an increasingly important role in disseminating information about evidence-based programs and have become a trusted source of information for administrators and practitioners seeking evidence-based programs to implement. These users vary in their knowledge of evaluation methods and their ability to interpret systematic review findings. They must consider factors beyond program effectiveness when selecting an intervention, such as the relevance of the intervention to their target population, community context, and service delivery system;readiness for replication and scale-up;and the ability of their service delivery system or agency to implement the intervention. Objective: To support user decisions about adopting evidence-based practices, this article discusses current systematic review practices and alternative approaches to synthesizing and presenting findings and providing information. Method: We reviewed the publicly available information on review methodology and findings for eight federally funded systematic reviews in the labor, education, early childhood, mental health/ substance abuse, family support, and criminal justice topic areas. Conclusion: The eight federally sponsored evidence reviews we examined all provide information that can help users to interpret findings on evidence of effectiveness and to make adoption decisions. However, they are uneven in the amount, accessibility, and consistency of information they report. For all eight reviews, there is room for improvement in supporting users' adoption decisions through more detailed, accessible, and consistent information in these areas.

关键词： systematic review meta-analysis external validity program implementation scale-up

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Positioning for College Success: The Evaluation of the Princeton University Preparatory program's Work With High-Achieving, Low-Income Students

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ETS Research Report Series 2018年第1期2018卷 1-66页

作者： Millett, Catherine M. Kevelson, Marisol J. C. Educational Testing Service Princeton NJ United States

In summer 2015, Princeton University contracted with Educational Testing Service (ETS) to conduct an evaluation of the Princeton University Preparatory program (PUPP), the college access program developed by Princeton University faculty and staff. The mixed-method ETS evaluation of PUPP included the collection and analysis of qualitative and quantitative data on the program and its participants. Data revealed that the PUPP model is perceived by a majority of participants and stakeholders as a well-designed and comprehensive program with effective practices, in particular the highly personalized nature of its services—lasting more than 3 years—and its strong emphasis on personal relationships. PUPP activities and instruction are viewed as high quality and rigorous. PUPP participants and stakeholders describe the program as highly beneficial for participants' academic and social–emotional skills and cultural knowledge and for their access to and preparation for college. Outcomes analyses confirm that participants tend to demonstrate strong academic outcomes and succeed in college. Participants also report attending more selective colleges than they otherwise would have, largely due to the supports provided by PUPP. © 2018 Educational Testing Service

关键词： access to education College access programs college bound college costs college preparation cultural capital financial aid high school graduates low-income students minority students national student clearinghouse program effectiveness program implementation selective colleges social and emotional learning

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School leadership and capacity building in Kazakhstan

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INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION 2017年第3期20卷 345-370页

作者： Yakavets, Natallia Frost, David Khoroshash, Aidar Univ Cambridge Fac Educ Cambridge England Univ Cambridge Wolfson Coll Cambridge England Univ Cambridge Fac Educ Leadership Learning Network Cambridge England HertsCam Network Cambridge England Univ Cambridge Wolfson Coll Cambridge England Nazarbayev Univ Grad Sch Educ 53 Kabanbay Batyr Ave Astana 010000 Kazakhstan

The article examines the scope for initiative and independent action that lies with school principals in Kazakhstan, with a particular focus on capacity-building approaches. The study is situated within a large collaborative project between three institutions: the University of Cambridge Faculty of Education, Nazarbayev University Graduate School of Education and Nazarbayev Intellectual Schools (NIS). A mixed-methods research design was used to collect data in 20 schools and 11 other educational organizations in six different geographical locations in Kazakhstan. The findings suggest that capacity-building strategies are necessary if innovations are to be implemented across all schools. The article outlines the challenges involved in making school reform effective and draws on the 'capital framework'. The conclusion considers the implications for practitioners and policy-makers, and outlines an agenda for further research.

关键词： Foreign Countries Principals Leadership Styles Capacity Building Mixed Methods Research Educational Innovation program implementation Educational Change Semi Structured Interviews Focus Groups Surveys Data Analysis Administrator Role Mentors Faculty Development Social Support Groups Teacher Administrator Relationship Decision MakingKazakhstan

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Strengthening teachers' abilities to implement a vision health program in Taiwanese schools

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HEALTH EDUCATION RESEARCH 2017年第5期32卷 437-447页

作者： Chang, L. C. Liao, L. L. Chen, M. I. Niu, Y. Z. Hsieh, P. L. Chang Gung Univ Sci & Technol Sch Nursing 261 Wen Hua 1 Rd Gui Shan Town Tao Yuan City Taiwan I Shou Univ Dept Hlth Management 8 Yida Rd Kaohsiung Taiwan Natl Chiao Tung Univ Sanit & Hlth Caring Ctr 1001 Univ Rd Hsinchu 300 Taiwan

We designed a school-based, nationwide program called the 'New Era in Eye Health' to strengthen teacher training and to examine whether the existence of a government vision care policy influenced teachers' vision care knowledge and students' behavior. Baseline data and 3-month follow-up data were compared. A random sample of teachers (n = 660) from school vision health clusters in 22 cities/counties in Taiwan were invited to participate in our study and 436 agreed to participate (response rate = 66.1%). The mean age of participant teachers was 41.2 years, while the length of service mean was 14.6 years. For monitoring teacher outcomes, five cities/counties were selected as the intensely monitored group based on certain criteria. Sunlight diaries (n = 5434) were distributed and 3342 (61.5%) were returned. Teachers showed significant improvements in knowledge and behavior on the school vision health questionnaire. At the 3-month follow-up, the number of recesses as recorded by students' 'sunlight diary' increased. When teachers had better knowledge and behavior, recesses also increased. This study provided valuable insights to guide dissemination efforts for school vision health interventions and to help teachers implement research into their school vision health activities.

关键词： Vision Health programs Foreign Countries program implementation Questionnaires TeachersTaiwan

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Performance evaluation of the program of DCT-II using cyclic convolutions 12

Performance evaluation of the program of DCT-II using cyclic...

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12th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT)

作者： Prots'ko, Ihor Rikmas, Roman Mashevska, Marta Lviv Polytech Natl Univ IST Dept Lvov Ukraine LtdC Uniserv Lvov Ukraine

ISBN: (纸本)9781538616390

program of efficient implementation of the discrete cosine transform of type-II using cyclic convolutions have been considered. The stages of automatic code generation of computing of DCT-II for arbitrary size N have been determined. The algorithm of DCT-II presents a better program performance for sizes of transform less than N=100, if compared with FFTW library.

关键词： Discrete cosine transform (DCT) block-circular structure hashing array cyclic convolution program implementation automatic code generation

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The TREEhouse: A hybrid model for experiential learning in environmental education

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Applied Environmental Education and Communication 2017年第1期16卷 56-67页

作者： Corscadden, Kenneth W. Kevany, Kathleen Department of Engineering Dalhousie University Faculty of Agriculture Truro NS Canada Department of Business and Social Sciences Dalhousie University Truro NS Canada

This article addresses the need to integrate experiential learning into environmental and sustainability curriculum and considers the challenges faced by academic institutions in providing relevant experiential learning opportunities at an appropriate scale. Through an experiential case study, this article illustrates how adopting a “hybrid approach” served to expand traditional perception and infrastructure at Dalhousie University, Faculty of Agriculture, while affording graduate students a space for developing knowledge through the experience of doing. This article discusses the barriers and presents the methodology used to achieve a paradigm shift. This overcomes traditional approaches and could be duplicated for infrastructure transformation into active laboratories for the provision of experiential learning tools for environmental education programs. © 2017 Taylor & Francis Group, LLC.

关键词： Experiential Learning Environmental Education Models Sustainability Case Studies Agricultural Education Educational Facilities Design Educational Facilities Improvement Educational Facilities Planning program implementation Energy Management College Planning Foreign CountriesCanada

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Classifying the Evidence Base of Classwide Peer Tutoring for Students with High-Incidence Disabilities

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EXCEPTIONALITY 2017年第1期25卷 9-25页

作者： Cook, Sara Cothren Cook, Bryan G. Cook, Lysandra Univ Hawaii Manoa 1776 Univ AveWist 120 Honolulu HI 96822 USA

Evidence-based reforms that emphasize the identification and implementation of empirically validated practices are at the forefront of educational research, and recently, the Council for Exceptional Children (CEC;2014) published a set of standards for establishing evidence-based practices in special education. Although 30 years of research supports the effectiveness of ClassWide Peer Tutoring (CWPT), an instructional strategy intended to increase engagement and improve academic outcomes for students with disabilities, a formal evidence-based review has not yet been conducted on the practice. The purpose of this study is to examine whether CWPT, as developed by the Juniper Gardens Children's Project at the University of Kansas, can be considered an evidence-based practice for academic outcomes of students with high incidence disabilities using the CEC standards. Sixteen single-case design studies met inclusion criteria;no studies addressed all the required quality indicators. Although results of multiple studies show that CWPT had positive effects, the lack of methodologically sound studies supporting the practice means that CWPT is not considered an evidence-based practice according to the CEC (2014) standards. Implications for research and practice are discussed.

关键词： Peer Teaching Tutoring Disabilities Evidence Based Practice Classification Special Education Educational Research Standards Research Reports Validity Reliability Outcome Measures Intervention Fidelity program implementation

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National Testing: Gains or Strains? School Leaders' Responses to Policy Demands

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LEADERSHIP AND POLICY IN SCHOOLS 2017年第3期16卷 455-474页

作者： Gunnulfsen, Ann Elisabeth Moller, Jorunn Univ Oslo Dept Teacher Educ & Sch Res Oslo Norway

Studies have shown that principals are essential in successfully implementing large-scale policy reforms in schools. However, the issue of how school leaders interpret and transform reforms is understudied. This article explores how twelve Norwegian school leaders respond to external demands in a new policy context emphasizing national test results. The study aims to explore school-level aspects of policy interpretation. The distinction between external and internal accountability and different coupling mechanisms serve as analytical concepts. The findings involving symbolic responses and interpretations that fit with preexisting understanding suggest the school leaders were not directly governed by the new policy context.

关键词： Principals Administrator Role Educational Policy program implementation National Standards Accountability Foreign Countries Secondary Schools Administrator Attitudes Standardized Tests Grade 5 Grade 8 Grade 9 Semi Structured Interviews Data Analysis Low AchievementNorway

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