School-based educational innovations: case illustrations of context-sensitive evaluations.
School-based educational innovations (new ideas and products) impact the quality of services offered individuals, families, and communities. Factors embedded in the context of a school often dictate whether innovations are adopted and implemented. To that end, the assessment of educational innovatio...
| Publicado en: | Family & Community Health Vol. 22; no. 1; pp. 66 - 80 |
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| Autores principales: | , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Apr99
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107191250&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107191250 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01606379 38W jtl: Family & Community Health issn: 01606379 maglogo: N pubinfo: dt: Apr99 vid: 22 iid: 1 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 107191250 107191250 1999042265 10.1097/00003727-199904000-00008 107191250 ppf: 66 ppct: 14 formats: fmt: @attributes: type: P tig: atl: School-based educational innovations: case illustrations of context-sensitive evaluations. aug: au: Altschuld JW Kumar DD Smith DW Goodway JD affil: Professor, Department of Educational Research and Evaluation, Ohio State University, Columbus, Ohio sug: subj: Diffusion of Innovation Learning Environment School Health Education Evaluation Models, Theoretical Program Evaluation Research Methodology ab: School-based educational innovations (new ideas and products) impact the quality of services offered individuals, families, and communities. Factors embedded in the context of a school often dictate whether innovations are adopted and implemented. To that end, the assessment of educational innovations should involve not only whether change occurred but also issues such as why change did or did not occur as a result of a program and its meaning to the participants. These issues can be addressed by expanding evaluation plans to include the context in which an innovation is embedded. In support of a context-sensitive evaluation model, the authors discuss three school-based health or physical education and science program assessment studies and an overall evaluation model. Methodological insights and implications for school and community-based studies are presented and include planning, conducting, recording, and interpreting context-sensitive evaluations. Copyright (c) 1999 by Aspen Publishers, Inc. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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