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Journal ArticleDOI

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

01 Oct 2013-Iss: 42, pp 191-194
TL;DR: This chapter discusses the current and future approaches to Evaluation, as well as some general areas of Competence Important in Education Evaluation.
Abstract: I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.
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Book
01 Jan 2004
TL;DR: Ateniese et al. as mentioned in this paper present a comprehensive ten-step model that will help guide development practitioners through the process of designing and building a results-based monitoring and evaluation system.
Abstract: An effective state is essential to achieving socio-economic and sustainable development. With the advent of globalization, there are growing pressures on governments and organizations around the world to be more responsive to the demands of internal and external stakeholders for good governance, accountability and transparency, greater development effectiveness, and delivery of tangible results. Governments, parliaments, citizens, the private sector, NGOs, civil society, international organizations and donors are among the stakeholders interested in better performance. As demands for greater accountability and real results have increased, there is an attendant need for enhance results-based monitoring and evaluation of policies, programs, and projects. The focus of this Handbook is on a comprehensive ten-step model that will help guide development practitioners through the process of designing and building a results-based monitoring and evaluation system. These steps begin with a ""Readiness Assessment"" and take the practitioner through the design, management, and importantly, the sustainability of such systems. The Handbook describes each step in detail, the tasks needed to complete each one, and the tools available to help along the way.

522 citations

Book
01 Jan 2015
TL;DR: The Psychology of Physical Activity as discussed by the authors is a comprehensive account of our psychological knowledge about physical activity covering: motivation and the psychological factors associated with activity or inactivity; the feel-good factor: the psychological outcomes of exercising, including mental health illness and clinical populations; interventions and applied practice in the psychology of physical activity; current trends and future directions in research and practice.
Abstract: Psychology of Physical Activity is a comprehensive account of our psychological knowledge about physical activity covering: motivation and the psychological factors associated with activity or inactivity; the feel-good factor: the psychological outcomes of exercising, including mental health illness and clinical populations; interventions and applied practice in the psychology of physical activity; current trends and future directions in research and practice. This textbook is essential for students of sport and exercise science, exercise physiology, health psychology, occupational therapy and physical education.

477 citations

Journal ArticleDOI
TL;DR: The current framework developed by the UCLA/RAND NIMH Center is presented to address this research-to-practice gap by providing a theoretically-grounded understanding of the multi-layered nature of community and healthcare contexts and the mechanisms by which new practices and programs diffuse within these settings.
Abstract: The effective dissemination and implementation of evidence-based health interventions within community settings is an important cornerstone to expanding the availability of quality health and mental health services. Yet it has proven a challenging task for both research and community stakeholders. This paper presents the current framework developed by the UCLA/RAND NIMH Center to address this research-to-practice gap by: (1) providing a theoretically-grounded understanding of the multi-layered nature of community and healthcare contexts and the mechanisms by which new practices and programs diffuse within these settings; (2) distinguishing among key components of the diffusion process—including contextual factors, adoption, implementation, and sustainment of interventions—showing how evaluation of each is necessary to explain the course of dissemination and outcomes for individual and organizational stakeholders; (3) facilitating the identification of new strategies for adapting, disseminating, and implementing relatively complex, evidence-based healthcare and improvement interventions, particularly using a community-based, participatory approach; and (4) enhancing the ability to meaningfully generalize findings across varied interventions and settings to build an evidence base on successful dissemination and implementation strategies.

365 citations

Journal ArticleDOI
TL;DR: InspInspired by the seminal work of Ann Brown, Allan Collins, Roy Pea, and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields as mentioned in this paper.
Abstract: Inspired by the seminal work of Ann Brown, Allan Collins, Roy Pea, and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields. This special issue highlights the work of some of these active researchers and provides a number of commentaries on it.

244 citations

References
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Journal ArticleDOI

5,665 citations

Book
01 Jan 1988
TL;DR: The Four-Step Method of Inquiry Quality Control The Writing-Up Process Managing Qualitative Research Conclusion as discussed by the authors The four-step method of inquiry quality control is used in this paper.
Abstract: Introduction Nine Key Issues The Four-Step Method of Inquiry Quality Control The Writing-Up Process Managing Qualitative Research Conclusion

5,252 citations


"تقويم البرنامج : طرق بديلة و إرشادا..." refers background in this paper

  • ...On the other hand, others view taping interviews as the norm and even recommend videotaping to capture nonverbal cues in certain circumstances (Kvale, 1996; McCracken, 1988; Patton, 2001)....

    [...]

Book
01 Jan 1969
TL;DR: Tyler's book outlines one way of viewing an instructional program as a functioning instrument of education by developing a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study.
Abstract: In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.

4,200 citations