자연주의적 탐구조사(Naturalistic Inquiry)

Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public’s health.

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Review of community-based research: assessing partnership approaches to improve public health.

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

https://www.uky.edu/~eushe2/Pajares/RERTeacherEfficacy1998.pdf

Teacher Efficacy: Its Meaning and Measure

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

How to ... be a reflective practitioner.

This chapter posits two principal streams of participatory evaluation, practical participatory evaluation and transformative participatory evaluation, and compares them on a set of dimensions relating to control, level, and range of participation. The authors then situate them among other forms of collaborative evaluations.

Framing participatory evaluation

Participatory evaluation is presented as an extension of the stakeholder-based model with a focus on enhancing evaluation utilization through primary users' increased depth and range of participation in the applied research process. The approach is briefly described and then justified from theoretical and empirical bases. The literature on organizational learning provides theoretical support for participatory evaluation stemming primarily from the view that knowledge is socially constructed and cognitive systems and memories are developed and shared by organization members. Twenty-six recent empirical studies were found to support an organizational learning justification of the model. Studies were classified into one of six emergent categories: conceptions of use; effects of participation on the use of research; effects of participation on the use of disseminated knowledge; effects of research training; school-university partnerships; and internal evaluation. Requirements of organizations and evaluators and an agenda for research are discussed.

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The Case for Participatory Evaluation

Part 1 A perspective on developing expert leadership for future schools: a conception of expert leadership for future schools what research tells us about the present state of schools leadership. Part 2 The nature of expert leadership for future schools: envisioning the future schools expert school leadership on the high ground and in the swamp expert leadership on the high ground expert leadership in the swamp the special role of values in school leadership teacher development - a central problem for leaders of future schools collaborative school cultures - a key part of the solution. Part 3 Developing expert leadership for future schools: the socialization of school-leaders characteristics of formal programs for developing leadership on the high ground characteristics of formal programmes for developing expert school leadership in the swamp performance appraisal and selection of school leaders - performance appraisal for growth performance appraisal and selection of school leaders - selection processes and measurement issues implications for district leaders.

/pdf/developing-expert-leadership-for-future-schools-1g43bccqt8.pdf

Developing Expert Leadership For Future Schools

This paper reviews empirical research conducted during the past 15 years on the use of evaluation results. Sixty-five studies in education, mental health, and social services are described in terms of their methodological characteristics, their orientation toward dependent and independent variables, and the relationships between such variables. A conceptual framework is developed that lists 12 factors that influence use; six of these factors are associated with characteristics of evaluation implementation and six with characteristics of decision or policy setting. The factors are discussed in terms of their influence on evaluation utilization, and their relative influence on various types of use is compared. The paper concludes with a statement about implications for research and practice.

J. Bradley Cousins

Papers

Framing participatory evaluation

The Case for Participatory Evaluation

Developing Expert Leadership For Future Schools

Current Empirical Research on Evaluation Utilization

Within-teacher predictors of teacher efficacy