Evaluation and Program Planning最新文献

Social governance is an important aspect of national governance. Strengthening and innovating social governance is an important task to promote social construction, and the necessary policy support is an important means to achieve governance innovation. Based on the policy texts of 31 urban districts (including 22 provincial capitals, 4 municipalities directly under the Central Government and 5 capitals of autonomous regions), the innovation policy of social governance is divided into five dimensions: organizational mobilization policy, public service policy, social regulatory policy, community constructive policy and data informative policy. Using the fs-QCA method, the path of social governance innovation policy on governance performance is discussed. The study finds that the supply mode of two innovative policy combinations have a significant effect on the improvement of social governance performance: One is organizational mobilization policy, public service policy and community constructive policy, and the other is organizational mobilization policy, social regulatory policy and data informative policy.

The current study represents a comprehensive exploration of the efficacy of portfolio assessment within primary school contexts, employing a Multi-Complementary Research (McA) framework comprising three distinct stages. In the pre-complementary knowledge stage, data collection commenced utilizing the document analysis method, concurrently conducting meta-analysis and meta-thematic analysis. From 18 studies, a meta-analysis of 23 datasets revealed a medium-level overall effect size. Simultaneously, meta-thematic analysis was conducted on 6 studies meeting specific inclusion criteria, analyzing themes and codes through content analysis. Transitioning to the post-complementary knowledge stage, an experimental study employing a pretest-posttest control group design was undertaken with third-grade primary school students. Additionally, thematic analysis based on participant perspectives was conducted. Subsequently, an eventual complementary knowledge stage was achieved by synthesizing findings from the initial two stages. Key themes emerged, titled "the effect of portfolio use in primary education on academic success, 21st century skills, and attitudes." The collective findings indicate that portfolio assessment in primary schools yields positive effects across all three identified themes.

This study comprehensively explores the factors that lead to low performers in an organization. A thorough literature review was conducted to construct an interview guide and obtain classification criteria for the factors that lead to low performers. Managers and low performers at multiple firms were interviewed individually to understand the various phenomena related to low performers in organizations. Based on the content of these interviews, 12 factors, classified into individual, leader, work, and organizational dimensions, were identified after three rounds of revisions by business administration experts. Next, a case study of Korea’s S Life Insurance Company was conducted to examine the practical implications of the factors that contribute to creating low performers. In this case study, the analytic hierarchy process (AHP), involving eight departmental heads S Life Insurance Company’s HR division, was utilized to identify the main factors that must be considered when evaluating low performers. While previous studies have examined low performers either at the individual, organizational, or institutional levels, this study presents a comprehensive and integrated evaluation framework of the factors that cause low performers. The proposed framework facilitates the identification and evaluation of low performers in various organizations and industries, and thus has practical implications in terms of establishing strategies to manage low performers more efficiently and improve organizational performance.

Aims

One of the most widely used evidence-based anti-bullying programs, KiVa, originates from Finland and aims to change students’ peer context, activate teachers, and inform parents with two main components (universal preventive actions and indicated actions when bullying occurs), complemented by monitoring. Because research documented somewhat varied KiVa outcomes in different countries and because there is a lack of research focusing solely on the effectiveness of the universal and indicated actions, this study aimed to evaluate the effectiveness of KiVa main components when implemented in a new country. This two-arm parallel cluster randomized control trial (RCT) evaluated the effectiveness of the KiVa anti-bullying program in elementary schools in the Czech Republic. It examined the effects of the universal and indicated actions on self-reported bullying and victimization as primary outcomes and well-being as a secondary outcome, while keeping monitoring constant across the intervention and control schools. The study also examined the role of implementation fidelity on the proposed outcomes.

Methods

Schools were allocated via stratified randomization into a KiVa intervention group (12 schools, 35 classes, N = 407 students) or a wait-list control group (12 schools, 32 classes, N = 400 students). The study employed data from baseline and post-measurement waves, which were 10 months apart.

Results

The data were analyzed using linear mixed effects models, which showed no significant intervention or fidelity effects for bullying, victimization, and well-being. However, promising trends (at α < .10) were revealed, such as lower levels of bullying observed in the intervention group and in schools with high implementation fidelity. Additional analysis using Bayes factors supported these promising trends and provided moderate support for lower levels of victimization in the intervention group compared to the control schools.

Conclusions

Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especially when implementation faces structural obstacles, such as the Covid-19 pandemic.

Purpose

This study utilized the Outcome of Human Trafficking Survivors (OHTS) to monitor the progress of female victims of CSE over a year while they were enrolled in a comprehensive treatment program.

Methods

Sixty-seven girls (M age 17.70 years) who were identified as confirmed victims of CSE (46 %) or at risk for CSE (54 %) and presented for treatment were administered the OHTS upon intake into the program and again at 90 day intervals resulting in four data points. Ratings were provided by staff members who interact with the member in each area assessed. A repeated-measures ANOVA was conducted comparing mean outcome differences across all four timepoints.

Results

Results indicate that significant changes were found in the area of Housing and Education, with gains in Education over time. For this sample, Parenting and Immigration were domains of less relevance and data was not consistently obtained in these areas. Other categories assessed by the OHTS did not demonstrate significant changes over time.

Conclusion

The OHTS can be used to track progress of clients enrolled in treatment programming, but the goals of the program should align with the categories that are assessed in the OHTS. Repeated administration may be difficult due to high dropout rates in treatment and there may be rater bias.

Youth development researchers and practitioners share an interest in ensuring that youth development programs contribute positively to youth outcomes. Engaging in evaluation and data-informed decision making (DIDM) has the potential to empower practitioners to improve and adapt programs, improving youth outcomes. Yet, not all practitioners are comfortable engaging in evaluation and/or DIDM. Engaging in partnerships and utilizing internal supporters of evaluations (or “champions”) have been identified as potential strategies to build evaluation capacity and strengthen DIDM within an organization. However, little research explores how to do so. This study engaged evaluation champions in four states to examine their experience as they partnered with practitioners within their organization. Results suggest that peer groups can be utilized to promote evaluation capacity, especially by utilizing peers that already have an interest in evaluation. Practitioner engagement can also be developed by using less academic jargon in communication, highlighting the practical value of evaluation, and building capacity slowly.

Academic medical centers and university extension programs remain underdeveloped collaborators, despite the complementary objectives between translational science and extension. This case study details the creation of a nationally unique interprofessional organizational structure between the University of Missouri (MU) Office of Extension and Engagement (MU Extension) and the MU School of Medicine to accelerate statewide reach of research and education discoveries using high-touch community health approaches. This article describes specific strategies used to systematically plan for: 1) creation and operation of the new structure, 2) routinization and institutionalizing the work, and 3) sustainability. We further outline challenges and next steps. The development of the backbone organization office of Health Outreach Policy and Education (HOPE) brings together the interprofessional expertise of five units with a common agenda to advance mutually reinforcing activities. HOPE is poised to make significant contributions to amplify MU’s land grant mission, garner additional grant funding, and advance the health of Missourians.

The Icelandic Prevention Model (IPM) follows a systematic but flexible process of community capacity building, data collection, analysis, dissemination, and community-engaged decision-making to guide the data-informed selection, prioritization, and implementation of intervention strategies in preventing adolescent substance use. This paper describes two new evaluation tools intended to assess the: 1) integrity of IPM implementation, and 2) unique aspects of IPM implementation in different community contexts. These evaluation tools include a: 1) five-phase IPM Evaluation Framework for Assessing Value Across Communities, Cultures, and Outcomes (IPM-EF); and 2) 10-Step IPM Implementation Integrity and Consistency Assessment (IPM-IICA) that utilizes both quantitative (scored) and qualitative (narrative) data elements to characterize implementation integrity and consistency at both community coalition and school community levels. The IPM-EF includes five phases. Phase 1: Describe the Intervention Context; Phase 2a: Document the Extent to Which the 10 Steps of the IPM were Implemented (using the IPM-IICA scored); Phase 2b: Document the Unique Community-Specific Methods Used within the 10 Steps of the IPM to Tailor Local Intervention Delivery (using the IPM-IICA narrative); Phase 3: Measure Changes in Community Risk and Protective Factors; Phase 4: Measure the Outcomes Associated with the IPM; and Phase 5: Investigate Multiple Full Cycles Over Time.

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article – considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.

Purpose

This paper examines the impact of a scholarship program on underprivileged students, drawing on data from a two-year monitoring and evaluation (M&E) process. The report identifies both enablers and barriers to academic success among scholarship beneficiaries.

Methods

Data on program impact was collected through interviews with parents, teachers, and school records over two academic years.

Results

Financial aid emerged as a crucial enabler, with scholarships allowing students to focus on their studies by alleviating pressure around basic necessities. However, the research also revealed the importance of a holistic support system. Beyond tuition, the high cost of essential learning materials, including stationery, and subject-specific resources, can create a significant barrier. The study also highlighted the importance of student well-being. Health concerns, limited access to nutritious food, and even unaddressed mental health issues can all negatively impact attendance and focus. Furthermore, a gender gap emerged, with girls facing additional challenges related to social pressures to prioritize chores and the cost of menstrual hygiene products.

Conclusion

This study highlights the importance of holistic scholarship programs that extend beyond tuition coverage. To maximize impact, policymakers and funders should prioritize initiatives that address the multifaceted needs of underprivileged students.