Evaluation Of Education Program Research Articles

Analysis of the Current Situation and the Potential Development of Environmental Education Program Evaluation in Japan: Organizing Research Cases Based on the “Guidelines for Environmental Education Program Evaluation”

Analysis of the Current Situation and the Potential Development of Environmental Education Program Evaluation in Japan: Organizing Research Cases Based on the “Guidelines for Environmental Education Program Evaluation”

Exploring the similarities and differences in the development of environmental education between Japan and Taiwan: Focusing on the orientation of Guidelines for Environmental Education Program Evaluation

Exploring the similarities and differences in the development of environmental education between Japan and Taiwan: Focusing on the orientation of Guidelines for Environmental Education Program Evaluation

A valid and reliable explanatory model of learning processes in heritage education

BackgroundThe main challenge in heritage education is to identify the verbs—and their hierarchical relations—that explain heritage learning as based on empirical evidence. The Heritage Learning Sequence (HLS) selects seven verbs (Knowing-Understanding-Respecting-Valuing-Caring-Enjoying-Transmitting) on the basis of (a) theoretical studies, (b) analyses of international standards, and (c) evaluation of heritage education programs. The study has the following objectives: (a) to clarify the heritage learning process; (b) to test a theoretical model that groups the verbs that make up the Heritage Learning Sequence (HLS), as well as the relationships between them; (c) to identify possible sub-models that explain the different heritage learning itineraries.MethodsThe Q-Herilearn scale (previously calibrated using SEM and IRT models) was administered to N=1454\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$N = 1454$$\\end{document} individuals, focusing on seven factors (corresponding to each HLS verb) that measure heritage learning. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used as a general analytical strategy.FindingsThe results obtained provided sufficient guarantees to validate the HLS and showed the adequate explanatory and predictive power and general fit of the proposed model (Heritage Learning Model); all twelve hypothesized direct influence relations between the main verbs that define heritage learning were confirmed. The statistical significance values suggested the existence of other internal subsequences that could be explored in further studies.ContributionLearning modeling provides a key structural framework for (a) the design of effective, efficient, and comprehensive tools to measure heritage learning and (b) their operationalization in heritage education designs.

Humanitarian health education and training state-of-the-art: a scoping review.

In the past decade, humanitarian emergencies have been increasing, leading to an higher demand for humanitarian health professionalization. Education and training are critical for preparing these workers to provide effective care during crises. Understanding the current state-of-the-art in humanitarian health education is essential to inform research and development of future educational programs. This review surveys the peer-reviewed literature to provide insights into the current thinking in the field. A review was conducted in March 2023 and updated in May 2024 using PubMed, Web of Science, Scopus, and Education Resources Information Center databases for English-language peer-reviewed articles published since January 2013. The review followed the Joanna Briggs Institute methodology for scoping reviews and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Data were analyzed using qualitative content analysis and presented as a narrative descriptive summary. After screening, 32 articles met the inclusion criteria. The themes of the selected articles focus on education and training frameworks, mapping, and programs. Despite the growing opportunities, most education and training programs are based in the Global North. The gaps identified include a lack of standardized curriculum or competency frameworks and evaluation frameworks to guide the development and evaluation of further standardized training programs. Interdisciplinary and collaborative partnerships, iterative design, and mixed teaching methods and modalities, including e-learning, facilitated successful training. However, logistical and technical constraints and the lack of standardized training frameworks were barriers to developing, implementing, and evaluating such training programs. This review provides an overview of the humanitarian health education trends over the last decade and identifies key areas for future educational development and research. The findings emphasize the importance of adapting interdisciplinary and collaborative partnerships and prioritizing the training of local staff through regional centers, local leadership, and accessible e-learning, including e-simulation. The review also highlights the need for continued research and evaluation of humanitarian health education and training programs with standardized metrics to evaluate training programs and identify areas for improvement. These steps will help ensure that humanitarian health professionals receive adequate training to provide effective healthcare in crisis situations.

Pendidikan Kewarganegaraan Sebagai Alat Pencegah Pelanggaran HAM: Evaluasi Program Pendidikan di Indonesia

Human rights are a fundamental problem in every country, especially in developing countries like Indonesia. As a democratic country, Indonesia must pay attention to this. Human rights must be taught in schools to every student. This research aims to find out whether citizenship education can be used as a tool to prevent human rights violations and how it affects the evaluation of education programs in Indonesia. By using this method, it is hoped that everyone will know their rights and obligations well. Citizenship education can be an important means to achieve this goal, because citizenship education is one of the learning tools that talks about human rights and is studied in all schools. The method used in this research is literature review, the literature review aims to make an analysis and synthesis of existing knowledge related to the topic to be researched. The research results show that the quality of education services is still low due to inadequate support for facilities and teaching staff throughout Indonesia, especially in remote areas. This results in the number of students dropping out of school remaining high, so that many Indonesian students are unable to continue their education to a higher level.

Assessing genomics confidence and learning needs in Australian nurses and midwives: an educational program evaluation.

Introduction: The mainstreaming of genomics across healthcare specialties necessitates that all nurses and midwives have a high literacy in genomics. Methods: We aimed to design, develop, implement and evaluate a genomics education workshop for nurses and midwives using action research principles. Results: Registered nurses and midwives completed an online survey regarding genomics confidence and learning needs (n = 274). The results of this survey were used to develop the genomics education workshop. The workshop was run three times (n = 105) with evaluation data being collected both before and after each workshop. Significant improvements in confidence across all learning domains was found following the workshops (p < 0.001). A desire for more education across all learning domains except for genetics knowledge was also identified (p < 0.001). Discussion: Genomics education workshops were found to increase the confidence of nurses and midwives across a range of specialties. Nurses and midwives also expressed a desire for further education in genomics.

Evaluasi Program Pendidikan

A comprehensive evaluation aims to identify the strengths and weaknesses of the program, thus allowing for informed decision-making for improvement and development. This study aims to analyze the concepts, objectives, principles, steps, supporting factors, inhibiting factors, and solutions to overcome inhibiting factors in the implementation of educational program evaluation. The research method used is a literature review, with a focus on literature review analysis that discusses the concepts and steps of evaluating educational programs, as well as factors that need to be considered in the evaluation. The results show that the evaluation of educational programs has the goal of assessing program effectiveness, identifying areas of improvement, and encouraging improvement in the quality of education. The evaluation of educational programs should be guided by the principle of objectivity and focus on the goals of the program. The steps that must be taken in the evaluation of educational programs include the preparation and implementation as well as monitoring of the evaluation of educational programs. Supporting factors for the evaluation of educational programs include clear and firm policies from the government and educational institutions. This policy includes evaluation standards that must be met, methodologies used, and evaluation implementation schedules Factors that hinder the evaluation of educational programs include a lack of resources, both in terms of finance and competent experts.

Model Evaluasi dalam Program Pendidikan

Evaluation is a systematic process for assessing program effectiveness, identifying areas that need improvement, and ensuring the achievement of established goals. Educational program evaluation models can assist in decision making to improve the quality of education and achieve set goals. This research aims to provide a comprehensive review of various evaluation models in educational programs. This research method uses a descriptive qualitative research method through a literature study method which uses data collection techniques in the form of book and journal reviews which are then analyzed and concluded from the research cited. The results of this research are to analyze the strengths and weaknesses of each model, as well as provide recommendations regarding the choice of the appropriate model according to the program context, evaluation objectives, and available resources

CIPP MODEL IN THE LEARNING - TEACHING PROCESS

The CIPP (Context, Input, Process, Product) Program Evaluation Model was developed by Daniel Stufflebeam and is widely used in the evaluation of educational programs. This model provides comprehensive information to decision makers, ensuring effective and efficient evaluation of programs. The CIPP Model consists of four key components: Context assessment identifies program needs and objectives; input evaluation analyzes required resources and strategies; process evaluation monitors and evaluates program implementation; Product evaluation measures program results and impacts. The CIPP Model in education plays an important role in increasing student success and improving the quality of education by contributing to the continuous improvement of programs. Benefits of the model include comprehensive evaluation, providing feedback, and guiding improvement processes. However, there are some limitations that should be taken into consideration in the application of the model.

Menguak Tantangan dan Persiapan Konselor dalam Rangka Menuju Indonesia Emas 2045

This research highlights the preparations and challenges counselors face in achieving the Vision of Golden Indonesia 2045. The focus on the basic skills required by counselors to provide effective services. Qualitative research methods and literature studies were used to explore counselors' perspectives and experiences regarding preparations and challenges towards Golden Indonesia 2045. The findings emphasize importance of quality education and training for counselors, as well as the integration of technology in counseling services. Future recommendations include enhancing collaboration between the government and educational institutions, strengthening supervision, and program evaluation to improve the quality of guidance and counseling services in Indonesia.

Relational Dynamics Following Divorce: Evaluation of an Online Co-Parent Education Program

Relational Dynamics Following Divorce: Evaluation of an Online Co-Parent Education Program

ASPIRE for excellence in student engagement: Examples of how institutions operationalize a complex construct

Student engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students’ willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in the literature and concrete examples from medical schools that achieved recognition in the ASPIRE-to-Excellence student engagement initiative. The examples from the ASPIRE participants demonstrate that the presence of certain key features creates a mutually beneficial collaborative approach between students and their institutions. This includes opportunities for students to formally engage in four domains touching on the breadth of student life, including institutional governance and policy-making, educational programme development and evaluation, participation in activities in the academic community, and participation in local community and international outreach. Based on an in-depth review of the information from three medical schools that recently received an ASPIRE-to-Excellence award in student engagement, it was possible to identify certain specific practices that individually and taken together allow an institution to demonstrate excellence in this complex construct. As an overarching concept, it was clear that student participation in each of these domain areas benefitted from a supportive institutional culture characterized by specific formal attributes and activities. Examples included codifying student involvement in governance through institutional policies; maximizing communication routes among students and between students and school administrators and faculty; and formalizing a participatory environment through missions statements or strategic plans. For programme planning, a helpful conceptualization is that a successful student engagement programme occurs when change is championed by all stakeholders within an institution and the organization supports a collaborative culture that includes students as active participants and partners.

Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB.

This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were collected from students at California State University Long Beach (CSULB) to examine the effectiveness of the BUILD Scholars program. Both BUILD Scholars and non-BUILD students were surveyed. Propensity score matching was used to generate the non-BUILD comparison group. Multinomial logistic regression results revealed that students participating in the BUILD intervention were associated with significantly higher intent to pursue a career in science. Results also showed the importance of variables such as science identity and research participation when assessing interest in science careers. These findings have implications for STEM program evaluation and practice in higher education.

The Role of Educational Program Evaluation in Optimizing the Quality of Learning at MA Nurul Fadhilah

Evaluation of educational programs is an effort to find out the goals of education, it can also be interpreted as an effort to provide information that will later be conveyed to decision makers. This study is intended to review how evaluation of educational programs can play a role in optimizing the quality of learning. By using a qualitative ethnographic research approach in which we conducted direct observations and interviews with one of the teaching staff at the target school, this study found: First, evaluation activities were carried out regularly on a weekly basis. Second, the method used in evaluating madrasas is through standards of infrastructure, curriculum and financing. Third, the educational program implemented is a question and answer pattern regarding children's talents and interests. This makes it easier for educational staff to find out which programs are suitable to be implemented. Thus, evaluation of educational programs plays a very important role in improving the quality of learning.

Implementasi Evaluasi Program Pendidikan yang Holistik dan Berkelanjutan untuk Memastikan Kualitas Pendidikan yang Optimal

This study aims to identify weaknesses in the education program that has been carried out, formulate concrete improvement recommendations, and implement these corrective measures to improve the quality of education produced. The research method in the preparation of this article is to use data obtained by researchers through journal references, e-books, and other information media that support the title that the researcher raises or that is relevant to the problem raised by the researcher. The results show that conducting a thorough evaluation will help educational institutions to identify the strengths and weaknesses of existing educational programs, so that continuous improvement and improvement can be made. The results of this study also highlight that holistic evaluation of educational programs involves various important aspects such as curriculum, teaching methods, teaching staff, learning, facilities, and student support.

Roll out and influence of an educational program: Talking about risk, uncertainties of testing in genetics (TRUSTING).

9025 Background: Family history clinics face significant capacity issues making calls for genetic testing of all breast cancer (BC) patients problematic. Mainstreaming of services by health care professionals (HCPs) is needed but many lack confidence and familiarity with genetic counseling. Following successful development and evaluation of the TRUSTING educational program (Fallowfield et al. BJC 2022), facilitators were trained to roll out workshops for BC HCPs. Here we report the workshops’ effect on participants’ knowledge, skills, and self-confidence and influence on mainstreaming. Methods: 1 surgeon, 3 oncologists, 1 nurse specialist facilitated the 8-hr program in pairs. Workshop content included didactic components to enhance knowledge and various exercises to promote self-awareness about individual participants’ tolerance to uncertainty and risk. Groups discussed 6 filmed scenarios showing interactions between surgeons and geneticists with the proband (triple negative BC and BRCA2 pathogenic gene alteration), her sister (BRCA2 +) and their anxious cousin (BRCA2 -). Pre-workshop, participants completed: - 1) an 18-item multiple choice knowledge questionnaire about gene testing in breast cancer 2) a 9-item questionnaire exploring self-confidence when discussing/advising patients about different aspects of BRCA testing, results, and treatments and 3) an Intolerance to Uncertainty Scale. Knowledge and self-confidence together with general feedback questions about overall satisfaction with facilitators and the event were assessed post workshop. Follow-up questionnaires sent 3-12 mths later examined the impact TRUSTING workshops had made on participants’ own practice and implementation of mainstreaming in their clinic. Results: 120 participants (61 surgeons; 41 nurses; 9 oncologists; 9 other) attended 12 UK workshops. There were improvements post workshop in knowledge (mean change = 6.57; 95% CI 5.97 to 7.16; p&lt;0.001) and self-confidence (mean change = 2.64; 95% CI 2.33 to 2.95; p&lt;0.001). Feedback about the facilitators’ approach was uniformly high (mean range 9.65 to 9.90 /10). Most found workshops useful, enjoyable, and informative; 98% would definitively recommend them to colleagues. Follow up data revealed that attendance significantly impacted individuals’ own practice with 59% reporting it had improved their discussions about genetic testing with patients. When asked about mainstreaming more generally 81% reported it as “OK” or “working very well”, others (16%) that it had not yet started or (3%) that it was problematic. Conclusions: Discussing the implications of pathogenic gene alterations on patients’ treatment and risk-reducing interventions is complex when patients are already coming to terms with a BC diagnosis. The TRUSTING educational program is an effective means of helping HCPs now involved in the mainstreaming of genetic testing.

Evaluasi Program Pendidikan Karakter Di MI Arohmah Keraksaan-Probolinggo

Character education at MI Arohmah is an effort that is systematically designed and implemented to help students understand the values of human behavior related to God, self, fellow human beings, the environment, and nationality which are manifested in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, and customs. The purpose of this study was to describe and evaluate the implementation or achievement of the Character Education Program at Mi Arohmah. This type of research uses the CIPP model, namely context, input, process, and product as an evaluation tool evaluated through qualitative research methods with a case study type approach. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis in the research was carried out through the stages of analyzing data collection, data compaction, data presentation, data verification. Checking the validity of the data in the research is the expansion of involvement, persistence of observation, and triangulation. The results showed that the character education project was in the good category. Then in the character education program evaluation value based on the four stages of the CIPP model, it gets a good category in the context stage, a good category in the input stage, a very good category in the process stage, and a good category in the product stage.

Evaluasi Program Pendidikan dalam Meningkatkan Mutu Pembelajaran di SMP Negeri 51 Surabaya

The purpose of this study was to determine how the evaluation of educational programs in improving the quality of learning at State Junior High School 51 Surabaya. The research method uses a qualitative approach with data collection methods through observation, interviews, and documentation which are then narrated in descriptive form and systematic literature review or known as SLR, which in Indonesian means tinjauan pustaka sistematis namely a method by collecting literature or theories relevant to the article sourced from various references such as books, journals, and other reference sources that discuss related to program evaluation in educational units. The results showed that in improving the quality of learning, State Junior High School 51 Surabaya focuses on character education, literacy and numeracy, and IT-based learning. The evaluation of educational programs is carried out routinely every year based on 6 indicators contained in the education report card, then the process of collecting evaluation data is carried out through AKM activities, then to identify which areas need to be improved based on the results of the evaluation of educational programs, the school uses a priority scale.

Development of a Curriculum for Emergency Physicians to Teach Transesophageal Echocardiography for Cardiac Arrests: A Kern Six-Step Model

BACKGROUND: The Kern model facilitates the development, implementation, and evaluation of successful educational systems in medicine. It involves six steps that link curricular content to health care needs. One such need is the design of a curriculum to teach emergency physicians practical use of focused transesophageal echocardiography employing a limited number of views for management of out-of-hospital cardiac arrests. The objective of this analysis was to describe the components of such a curriculum based on a Kern model that could be employed to train emergency department providers in this diagnostic modality. METHODS: We predicated our analysis on the American College of Emergency Physicians’ recommendations and goals for use of transesophageal echocardiography to guide emergency department cardiac arrest resuscitation. We then detailed an asynchronous pre-didactic learning experience followed by a synchronous didactic and simulation-based curriculum to teach emergency physicians how to acquire and interpret images for this purpose based upon steps set forth by a Kern model. RESULTS: The component steps in designing a curriculum constructed to teach focused transesophageal echocardiography for out-of-hospital cardiac arrests to emergency physicians are rigorously outlined. These components based on a Kern model include problem identification and a general needs assessment, a targeted needs assessment, defining goals and objectives, choosing educational strategies, curricular implementation, and program evaluation. CONCLUSIONS: Use of a six-step Kern model as a template can facilitate the development and dissemination of a curriculum to teach emergency physicians successfully to employ focused transesophageal echocardiography in the treatment of cardiac arrests. In order to promote its widest dissemination, this model should be pursued in a “train-the-trainer” fashion. In so doing, appropriate education of emergency physicians and their use of transesophageal echocardiography to manage cardiac arrests likely can be rapid and impactful, especially among providers with training and experience in transthoracic echocardiography.

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale