Development Evaluation Research Articles

A Framework to Combine Mixed Methods Integration and Developmental Evaluation to Study Complex Systems

Abstract: This article considers the opportunities and challenges of mixed methods integration within the context of conducting developmental evaluations with diverse stakeholders. The article proposes a four-part planning framework that explicitly maps the eight principles of developmental evaluation to key questions about integration: Why integrate? What will be integrated? When and how will integration occur? The framework is used to explore and compare two large-scale evaluations that employed mixed methods integration. Ultimately, the work illustrates a need to balance data collection with the momentum of moving initiatives forward, check assumptions about stakeholder co-creation, and cultivate integration literacy.

Curriculum Ideology and Politics Construction from the Post-Modern on Curriculum of Doll

William E. Doll Jr. is the master of post-modern curriculum theory. Based on the curriculum concepts of openness, dialogue, reflection, experience and self-organization, he proposed 4R standards of curriculum, namely richness, recursion, relationality and rigor. The post-modern perspective on curriculum of Doll will bring new ideas and new perspectives to curriculum ideological and political. However, the post-modern perspective on curriculum has been criticized and questioned by many scholars. We should analyze the post-modern perspective on curriculum of Doll dialectically and absorb its reasonable components critically. In the process of curriculum ideological and political construction, we insist on combining preset goals with generative goals, combining closed content with open content, combining teaching with dialogue, and combining discriminative evaluation with developmental evaluation.

Research on the Construction of College English Development Courses Based on the Theory of Demand Analysis

Curriculum construction is the core element of talent fostering. College English development course is an important part of college English curriculum system. Through questionnaire survey and semi-structured interview method, this paper analyzes the College students’ learning needs in English, needs of teachers’ qualification, course types and teaching forms. According to the analysis results, this paper proposed ways of construction of College English development courses from the dimensions of curriculum, teachers, teaching methods, teaching materials and teaching assessment. To build the development courses, construction of the diversified, modular, hierarchical and distinguishing curriculum should be strengthened; highly qualified teachers on development courses can be optimized by teaching team and team teaching, as well as course progression and degree study. Improve teaching effectiveness by use of information technology to create three-dimensional teaching space; develop campus adaption teaching materials and build a teaching resource database for students personalized English learning; and promote diversified and developmental curriculum evaluation to stimulate students’ learning interest and involvement. Finally, to meet the needs of development of excellent English talents.

Neurotoxins Induced Toxicogenomic Patterns on Human Induced Pluripotent Stem Cell based Microphysiological System

The traditional testing requirements for both adult and developmental neurotoxicity evaluations are based on in vivo animal models while the neurotoxic risks associated with molecules or vaccines is mainly determined by neurobehavioral and neuropathological effects in the experimental model chosen. The poor correlation between preclinical in vitro or in vivo data (non-human) with the real time clinical effects leading to severe progressive adverse events is a major concern in general. The employed bioinformatics search tools helped us to short list the affected common genes in neurotoxicity induced by viral, bacterial infections and cytokine storms. Here, we used our group characterized human induced Pluripotent Stem Cell (hiPSC) system developed as an in vitro microphysiological model to record phenotype and genotype perturbations when treated with selected known representative neurotoxins like TEA, Tetanus toxin, MSG, Dopamine, Bungarotoxin etc. The objective was to assess the application qualification of the novel in vitro model that yields human relevant readouts. The recorded phenotype perturbations were barcoded with SOD, BAX, HDAC1, TNFalpha, MAPK14 like gene expressions in generating in vitro patterns to correlate the human functional toxicogenomics information. We showed hiPSC system to be phenotypically responsive and genotypically reactive when treated with neurotoxins. Out of 7 gene expression data sets generated, SOD and BAX were recorded to be downregulated at all the micro-conditions created in the hiPSC system while HDAC was consistently upregulated except in Dopamine treated system. The bioinformatics analysis performed on the selected genes gave insight into their roles in disease specific signalling pathways like JAK-STAT, TNF, Neurotrophin etc. We report configured hiPSC system suitability as an in vitro human surrogate platform/model in generating toxicogenomics signatures to support prediction on the test material in any assay system developed on this well characterized microphysiological base.

Research on Key Performance Indicators of PPP Projects in Area Development

This paper uses the literature analysis method to complete the preliminary selection of performance indicators and introduces individual indicators of area development PPP projects based on the research of traditional PPP project performance evaluation. This resulted in 29 indicators .After the second-order confirmatory factor analysis of the theoretical model, 28 key performance indicators were finally determined. From this, the developmental PPP project performance evaluation key performance indicator system was constructed, which is a comprehensive developmental PPP project. Process dynamic performance management provides a reliable reference basis.

The Path Exploration on English Teachers' Professional Development from the Perspective of Learning Community

Teachers' professional development, as an important role in educational reform, is getting more and more attention. Learning community is one of the most effective ways to promote teachers' professional development. Teachers' learning communities are beneficial to stimulating teachers' subject consciousness of professional development, providing resources for teachers' professional development, and improving teachers' practical wisdom. This paper aims to analyze learning community and try to explore the construction and path of English teachers' learning communities. Some strategies are put forward: develop a Shared Vision; create cooperative school culture; establish a developmental evaluation system.

Facilitating Scientific Events Guided by Complex Thinking: A Case Study of an Online Inter/Transdisciplinary Advanced Training School

Aim/Purpose This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants’ experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world’s challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants’ reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings The results of the exploratory qualitative analysis of the participants’ experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes.

Review Curriculum Evaluation of Physical Education Specialty Under the Perspective of Teacher Training Certification

The purpose of this study was to summarize the main body, content, method and application effects of physical education curriculum evaluation, to understand the current situation of physical education curriculum evaluation in China, and to construct an evaluation index system based on teacher training professional certification. The Chinese and English databases were searched by systematic evaluation, and the retrieval time was from December 31, 2018. The research literature that met the standard were included, and qualitative analysis was conducted by subject analysis method. A total of 100 studies were included, most of which summarized the concept, content and subject of physical education curriculum evaluation in different historical backgrounds. It has the following characteristics: The main body of evaluation is diversified, but it is still dominated by teachers' and administrative departments' top-down evaluation. The content of evaluation is diversified, but the homogenization is serious, and the essential problem of course evaluation is not explained enough yet. Evaluation methods are diversified, but there are few methods combining information technology and cross-boundary evaluation. Based on the three core concepts of teachers' professional certification, the evaluation standard is established. With the student-oriented concept, establish the evaluation subject, content, method and means; Taking output orientation as the concept, integrate various methods or means to improve the quality of teaching and student training; Build a developmental evaluation system and promote the continuous improvement of physical education curriculum system.

Principles for Educational Innovation – A Developmental Evaluation Perspective

Principles for Educational Innovation – A Developmental Evaluation Perspective

Open Educational Practice and Workforce Competence in Cultural Studies

This paper presents findings from the first half of a study focusing on workforce competence (WFC) and open educational practices (OEP) in a core unit for university students. Approximately 500 students per semester from across college disciplines take the unit in cultural studies. This unit has been redeveloped by our team at a university in remote northern Australia with a well-established blended delivery practice. I used developmental evaluation and content analysis to identify criteria for developing WFC skills in unit content, students’ feedback, and work samples. Initial findings suggest that OEP, interdisciplinary use of educational technology and critical pedagogies embed WFC skills for many students. Students endorsed how we used technologies, OEP and unit content as vehicles for desirable skills. OEP can cultivate workforce skills in different qualifications and could sidestep the conflicting dilemmas graduates face with futures that demand flexibility and specific job fit. This short piece shares initial analysis of emergent links between OEP and WFC and points to ways OEP, related interactions and workforce skills can improve learning design strategies across the education sector.

Documenting development of interdisciplinary collaboration among researchers by visualizing connections

AbstractIn 2015, a multidisciplinary group of academic researchers and extension personnel was awarded a US Department of Agriculture Coordinated Agricultural Project grant. The team’s goal was to understand human decision-making in the context of potential livestock disease outbreaks, investigating the impediments to increased adoption of biosecurity practices by producers from multiple perspectives. Counting publications and presentations was not deemed adequate evidence of growth of interdisciplinary collaboration. Instead, we took a developmental evaluation approach, collecting data to illuminate patterns of interconnectedness across disciplinary boundaries. These data, mapped annually on a baseline framework, reveal the team moving from disciplinary groups with disparate epistemologies and interests to a cohesive interdisciplinary team involved in many unexpected and emergent projects.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018.

Problem/ConditionAutism spectrum disorder (ASD).Period Covered2018.Description of SystemThe Autism and Developmental Disabilities Monitoring (ADDM) Network conducts active surveillance of ASD. This report focuses on the prevalence and characteristics of ASD among children aged 8 years in 2018 whose parents or guardians lived in 11 ADDM Network sites in the United States (Arizona, Arkansas, California, Georgia, Maryland, Minnesota, Missouri, New Jersey, Tennessee, Utah, and Wisconsin). To ascertain ASD among children aged 8 years, ADDM Network staff review and abstract developmental evaluations and records from community medical and educational service providers. In 2018, children met the case definition if their records documented 1) an ASD diagnostic statement in an evaluation (diagnosis), 2) a special education classification of ASD (eligibility), or 3) an ASD International Classification of Diseases (ICD) code.ResultsFor 2018, across all 11 ADDM sites, ASD prevalence per 1,000 children aged 8 years ranged from 16.5 in Missouri to 38.9 in California. The overall ASD prevalence was 23.0 per 1,000 (one in 44) children aged 8 years, and ASD was 4.2 times as prevalent among boys as among girls. Overall ASD prevalence was similar across racial and ethnic groups, except American Indian/Alaska Native children had higher ASD prevalence than non-Hispanic White (White) children (29.0 versus 21.2 per 1,000 children aged 8 years). At multiple sites, Hispanic children had lower ASD prevalence than White children (Arizona, Arkansas, Georgia, and Utah), and non-Hispanic Black (Black) children (Georgia and Minnesota). The associations between ASD prevalence and neighborhood-level median household income varied by site. Among the 5,058 children who met the ASD case definition, 75.8% had a diagnostic statement of ASD in an evaluation, 18.8% had an ASD special education classification or eligibility and no ASD diagnostic statement, and 5.4% had an ASD ICD code only. ASD prevalence per 1,000 children aged 8 years that was based exclusively on documented ASD diagnostic statements was 17.4 overall (range: 11.2 in Maryland to 29.9 in California). The median age of earliest known ASD diagnosis ranged from 36 months in California to 63 months in Minnesota.Among the 3,007 children with ASD and data on cognitive ability, 35.2% were classified as having an intelligence quotient (IQ) score ≤70. The percentages of children with ASD with IQ scores ≤70 were 49.8%, 33.1%, and 29.7% among Black, Hispanic, and White children, respectively. Overall, children with ASD and IQ scores ≤70 had earlier median ages of ASD diagnosis than children with ASD and IQ scores >70 (44 versus 53 months).InterpretationIn 2018, one in 44 children aged 8 years was estimated to have ASD, and prevalence and median age of identification varied widely across sites. Whereas overall ASD prevalence was similar by race and ethnicity, at certain sites Hispanic children were less likely to be identified as having ASD than White or Black children. The higher proportion of Black children compared with White and Hispanic children classified as having intellectual disability was consistent with previous findings.Public Health ActionThe variability in ASD prevalence and community ASD identification practices among children with different racial, ethnic, and geographical characteristics highlights the importance of research into the causes of that variability and strategies to provide equitable access to developmental evaluations and services. These findings also underscore the need for enhanced infrastructure for diagnostic, treatment, and support services to meet the needs of all children.

PP112 Review On Change Management Models In Multi-Lateral, Multi-Stakeholder Contexts To Engage Stakeholders

IntroductionTo facilitate implementation of new health technology assessment (HTA) methods, it is crucial to engage stakeholders. A technically good system may be brought to its knees if the intended users are not willing or able to use it. Therefore, based on these considerations, we aimed to identify relevant aspects of change models and investigated four potentially useful change models in the context of HTA. The four models were: adaptive space; midstream modulation; developmental evaluation; and knowledge brokering.MethodsA narrative literature review was conducted to gather information into a readable and usable format. PubMed and Google Scholar were searched for relevant literature on change management and stakeholder engagement within HTA. Additionally, grey literature was selected after consulting an implementation specialist to gather more information on the background of the change management models.ResultsSeveral enabling factors for successful stakeholder engagement were found, including attention to branding of the coproduction, facilitation/personal safety, and data or indicators to inform activities. Four change methods were described from the enabling factors identified. There was no “perfect model” for our aim, but all models involved relevant aspects to engage stakeholders. Notably, all models paid attention to the project management factor, whereas none of the models paid explicit attention to the branding of the coproduction factor.ConclusionsChange management is a complex and elaborate field in which many factors play a role. Stakeholder engagement is a factor that might be influenced by project leaders within international projects such as the European Union's Next Generation Health Technology Assessment (HTx). To improve stakeholder engagement in modernizing HTA, it is important to keep paying attention to project management, relationships, and how to facilitate fora and meetings to improve mutual understanding. Two factors to pay more attention to are branding of the coproduction and consideration of formal structures.

Sustainable development: a developmental evaluation of logistics higher education in the Sultanate of Oman based on two innovation approaches (the triple helix of innovation and innovation competencies)

PurposeThis research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic.Design/methodology/approachThe research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used.FindingsDifferent awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning.Research limitations/implicationsThe research has considered possible limitations and used other methods for triangulation of the findings.Practical implicationsLow awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students.Originality/valueIn the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.

Experiences in Performing Online Developmental Evaluations of Children From the Neonatal Intensive Care Unit During the COVID-19 Pandemic.

Experiences in Performing Online Developmental Evaluations of Children From the Neonatal Intensive Care Unit During the COVID-19 Pandemic.

Developmental Evaluation for Extension Programs

Logic models have garnered acclaim for their usefulness and disdain for the time required to create good ones. We argue that the orderly, analytical nature of logic models is opposed to many Extension programs, and we explain developmental evaluation, an approach that highlights ongoing development, adaptations, and rapid response. We use our recently completed evaluation of the 4-H Science: Building a 4-H Career Pathway Initiative to demonstrate developmental evaluation’s key principles. Recommendations for Extension include the need to embrace developmental evaluation for program planning and evaluation and for Extension evaluators to conduct case studies using developmental evaluation and other approaches.

Classification evaluation method for Chang 7 oil group of Yanchang formation in Ordos Basin

The Chang 7 oil group in the Ordos Basin has the characteristics of a tight lithology, a low formation pressure coefficient and strong reservoir heterogeneity. To better determine reasonable developmental technical countermeasures, oiliness, seepage capacity, and compressibility evaluations are combined. Using a combination of field practice and laboratory experiments, six types of sweetness classification evaluation parameters are screened: oil saturation, longitudinal oil layer structure coefficient, average pore throat radius, gas-oil ratio, brittleness index, and minimum horizontal principal stress. By combining the relationships among variables with the initial production from directional wells, the gray correlation method is used to quantify the weights of the contributions of evaluation parameters to production. On this basis, using the difference method for the curve slope, a sweetness evaluation and classification method for the Chang 7 oil group is constructed, and it solves the difficult problem of quality difference classification for the Chang 7 oil group and provides a reference basis for the optimal design of well patterns and fracturing reconstruction parameters.

School Curriculum Design Based on Multiple Intelligences Theory

The theory of multiple intelligences provides a meaningful reference for us to challenge the traditional school curriculum design. The school curriculum design based on the theory of multiple intelligences has the following characteristics: Student development as the center of curriculum value orientation; The goal of curriculum design is to fully develop students’ multiple intelligences; Update and expand curriculum content; Curriculum implementation as “Teaching through Multiple Intelligences”; Establish developmental and situational evaluation view, diversity of curriculum evaluation.

Developmental Evaluation: six ways to get a grip on the potential of education scholarship to serve innovation.

In March 2020, COVID-19 challenged health and educational systems across the country. The rapid reallocation of resources to ensure public safety had taken priority over educational obligations. Healthcare students were removed from clinical environments as their learning came to a grinding halt. While academic institutions were pivoting and transforming teaching and learning experiences, students responded to the pandemic with innovation, attending to gaps in patient care. As educators, we must understand how we can further support students and faculty to unleash innovative thinking during a crisis. To begin to address this educational need, academic institutions now have an opportunity to broaden the practice of education scholarship in accordance with best practices to nurture innovation and innovative thinking. What framework can aid us in this endeavor? In times of instability, Developmental Evaluation is an approach that can support the implementation of innovations within medical education. Using an example of an innovation in medical education, we offer six practical tips to begin to use Developmental Evaluation to support and enable learners and faculty in the creation of innovations and contribute to a broader definition of education scholarship.

Fidelity and the impact of patient safety huddles on teamwork and safety culture: an evaluation of the Huddle Up for Safer Healthcare (HUSH) project

BackgroundThe Patient Safety Huddle (PSH) is a brief multidisciplinary daily meeting held to discuss threats to patient safety and actions to mitigate risk. Despite growing interest and application of huddles as a mechanism for improving safety, evidence of their impact remains limited. There is also variation in how huddles are conceived and implemented with insufficient focus on their fidelity (the extent to which delivered as planned) and potential ways in which they might influence outcomes. The Huddle Up for Safer Healthcare (HUSH) project attempted to scale up the implementation of patient safety huddles (PSHs) in five hospitals – 92 wards - across three UK NHS Trusts. This paper aims to assess their fidelity, time to embed, and impact on teamwork and safety culture.MethodsA multi-method Developmental Evaluation was conducted. The Stages of Implementation Checklist (SIC) was used to determine time taken to embed PSHs. Observations were used to check embedded status and fidelity of PSH. A Teamwork and Safety Climate survey (TSC) was administered at two time-points: pre- and post-embedding. Changes in TSC scores were calculated for Trusts, job role and clinical speciality.ResultsObservations confirmed PSHs were embedded in 64 wards. Mean fidelity score was 4.9/9. PSHs frequently demonstrated a ‘fear free’ space while Statistical Process Control charts and historical harms were routinely omitted. Analysis showed a positive change for the majority (26/27) of TSC questions and the overall safety grade of the ward.ConclusionsPSHs are feasible and effective for improving teamwork and safety culture, especially for nurses. PSH fidelity criteria may need adjusting to include factors deemed most useful by frontline staff. Future work should examine inter-disciplinary and role-based differences in TSC outcomes.