Taxonomy Of Outcomes Research Articles

A theory of social license when regulatory pressure is jointly produced by an EPA and an NGO

We develop a model in which social pressure on a firm to behave well is jointly produced by a state regulator (EPA) and an NGO. The EPA and NGO differ in how they trade-off business versus environmental interests and also have access to different instruments in pursuit of their objectives. In particular, while the EPA will typically have the tools for detecting misbehaviour, the NGO can influence the intensity of social hostility directed towards those found to have misbehaved. EPA and NGO efforts may be strategic complements or substitutes, depending upon circumstances. We present a taxonomy of outcomes in the game between EPA and NGO in the spirit of Fudenberg and Tiroles’s (Am Econ Rev Pap Proc 74(2):361–366, 1984) classic taxonomy of business strategies. We also consider strategic delegation from NGO supporters to an NGO that has tastes over environmental and business interests different to their own.

Understanding affective learning outcomes in entrepreneurship education

In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development.

Revising Benardete’s Zeno

The majority of disucssions of Benardete’s Paradox conclude that the traveller approaching the infinite series of gods will be mysteriously halted despite none of the gods erecting any barriers. Using a revision-theoretic analysis of Benardete’s puzzle, four distinct possible outcomes that might occur given Benardete’s set-up are distinguished. This analysis provides additional insight into the puzzle at hand, via identifying heretofore unnoticed possible outcomes, but it also serves as an example of how the revision theoretic framework can be used to construct exhaustive taxonomies of potential outcomes in apparently contradictory situations.

Antecedents and Outcomes of Objective Versus Subjective Career Success: Competing Perspectives and Future Directions

This review examines competing perspectives relating to (a) the range and prevalence of different theoretical approaches to the study of career success and (b) the need for a theoretically differentiated understanding of the antecedents of objective career success (OCS) versus subjective career success (SCS). Furthermore, the review complements the assumption that OCS and SCS are only ultimate outcomes of careers, proposing instead that career success also acts as an antecedent to other career and life outcomes. Against the backdrop of an organizing resource management framework, we present and critically evaluate the results of a systematic analysis of the theoretical approaches used to empirically study the antecedents of OCS and SCS. Furthermore, we develop a taxonomy of outcomes of career success. Our review findings show a theoretical heterogeneity with some dominant theoretical approaches within research of antecedents of career success. Moreover, past research started to adopt different theoretical approaches when predicting OCS (e.g., approaches focusing on personal resources, such as human capital or [competitive] performance) versus SCS (e.g., approaches focusing on personal key resources, such as stable traits). Several types of career success outcomes were identified: withdrawal, career attitudes, health and well-being, reactions from the (work) environment, and self-concept. On the basis of these findings, we provide recommendations for how future research can make sense of the theoretical heterogeneity in career success research, how research on antecedents and outcomes can better account for the OCS/SCS distinction, and how future research can more rigorously integrate research on antecedents and outcomes of career success.

Antecedents and Outcomes of Objective Versus Subjective Career Success: Competing Perspectives and Future Directions

This review examines competing perspectives relating to (a) the range and prevalence of different theoretical approaches to the study of career success and (b) the need for a theoretically differentiated understanding of the antecedents of objective career success (OCS) versus subjective career success (SCS). Furthermore, the review complements the assumption that OCS and SCS are only ultimate outcomes of careers, proposing instead that career success also acts as an antecedent to other career and life outcomes. Against the backdrop of an organizing resource management framework, we present and critically evaluate the results of a systematic analysis of the theoretical approaches used to empirically study the antecedents of OCS and SCS. Furthermore, we develop a taxonomy of outcomes of career success. Our review findings show a theoretical heterogeneity with some dominant theoretical approaches within research of antecedents of career success. Moreover, past research started to adopt different theoretical...

A study on the algebraic working processes of senior high school students in Ghana

The aim of this study was to examine the working processes employed by Ghanaian senior high school students when dealing with tiling pool problem algebraically. The study employed survey design, with a total sample of 304 Senior High School Form 1 students from three Senior High Schools in the Central Region of Ghana. Data were collected through Super Item test based on Structure of the Observed Learning Outcome (SOLO) taxonomy. Qualitative data were coded and analysed into themes. The results showed that most of the students surveyed were unfamiliar with the tiling pool problem and could not find a link between the algebraic concepts learnt and non-routine problems. It is recommended that high school teachers should consider students’ working processes as integral part of their instructions and assessments.

Erratum: Visualizing detailed postdoctoral employment trends using a new career outcome taxonomy

Nat. Biotechnol. 36, 197–202 (2018); published online 15 January 2018; corrected after print 13 March 2018 In the version of this article initially published, the Creative Commons license was omitted. The error has been corrected in the HTML and PDF versions of the article.

Reflections of Science Teachers in a Professional Development Intervention to Improve their Ability to Teach for the Affective Domain

This paper reports on key aspects of a short in-service programme improving science teachers’ pedagogical content knowledge to teach for the affective domain. The affective domain refers to outcomes that involve changes in feelings, values, appreciation, interests, motivations or attitudes that might result from a learning experience. The intervention adopts a socio-scientific issues instructional strategy aimed at enhancing the participants’ capacity to promote these attributes in their teaching practice. Twenty-two science teachers from seven public schools in Johannesburg participated in a short intervention programme that explored creative ways of highlighting the practical relevance of science content, especially for the learners. Data were collected through questionnaires, interviews and observations and analysed qualitatively using Krathwohl’s taxonomy of affective learning outcomes and Saldana’s code-to-theory model. The emerging themes suggest that the intervention enabled the participants to develop more nuanced understandings and capabilities for privileging the needs of the affective domain in the teaching of science. The paper argues that, in the design and teaching of science lessons, the core content could be wrapped in contemporary social issues which learners can readily relate to and presented in ways that deliberately aim to excite students in order to promote their sustained engagement with both the content and social issues in more meaningful ways.

Adapting the Consolidated Framework for Implementation Research to Create Organizational Readiness and Implementation Tools for Project ECHO.

The Project Extension for Community Healthcare Outcomes (ECHO) model expands primary care provider (PCP) capacity to manage complex diseases by sharing knowledge, disseminating best practices, and building a community of practice. The model has expanded rapidly, with over 140 ECHO projects currently established globally. We have used validated implementation frameworks, such as Damschroder's (2009) Consolidated Framework for Implementation Research (CFIR) and Proctor's (2011) taxonomy of implementation outcomes, combined with implementation experience to (1) create a set of questions to assess organizational readiness and suitability of the ECHO model and (2) provide those who have determined ECHO is the correct model with a checklist to support successful implementation. A set of considerations was created, which adapted and consolidated CFIR constructs to create ECHO-specific organizational readiness questions, as well as a process guide for implementation. Each consideration was mapped onto Proctor's (2011) implementation outcomes, and questions relating to the constructs were developed and reviewed for clarity. The Preimplementation list included 20 questions; most questions fall within Proctor's (2001) implementation outcome domains of ”Appropriateness“ and ”Acceptability.“ The Process Checklist is a 26-item checklist to help launch an ECHO project; items map onto the constructs of Planning, Engaging, Executing, Reflecting, and Evaluating. Given that fidelity to the ECHO model is associated with robust outcomes, effective implementation is critical. These tools will enable programs to work through key considerations to implement a successful Project ECHO. Next steps will include validation with a diverse sample of ECHO projects.

PROTOCOL: Strategies for scaling up the implementation of interventions in social welfare: protocol for a systematic review.

PROTOCOL: Strategies for scaling up the implementation of interventions in social welfare: protocol for a systematic review.

A taxonomy has been developed for outcomes in medical research to help improve knowledge discovery

ObjectivesThere is increasing recognition that insufficient attention has been paid to the choice of outcomes measured in clinical trials. The lack of a standardized outcome classification system results in inconsistencies due to ambiguity and variation in how outcomes are described across different studies. Being able to classify by outcome would increase efficiency in searching sources such as clinical trial registries, patient registries, the Cochrane Database of Systematic Reviews, and the Core Outcome Measures in Effectiveness Trials (COMET) database of core outcome sets (COS), thus aiding knowledge discovery. Study Design and SettingA literature review was carried out to determine existing outcome classification systems, none of which were sufficiently comprehensive or granular for classification of all potential outcomes from clinical trials. A new taxonomy for outcome classification was developed, and as proof of principle, outcomes extracted from all published COS in the COMET database, selected Cochrane reviews, and clinical trial registry entries were classified using this new system. ResultsApplication of this new taxonomy to COS in the COMET database revealed that 274/299 (92%) COS include at least one physiological outcome, whereas only 177 (59%) include at least one measure of impact (global quality of life or some measure of functioning) and only 105 (35%) made reference to adverse events. ConclusionsThis outcome taxonomy will be used to annotate outcomes included in COS within the COMET database and is currently being piloted for use in Cochrane Reviews within the Cochrane Linked Data Project. Wider implementation of this standard taxonomy in trial and systematic review databases and registries will further promote efficient searching, reporting, and classification of trial outcomes.

Economic (in)equality and sustainability: preschool children’s views of the economic situation of other children in the world

ABSTRACTThis study explored preschool children’s knowledge and views of other children’s economic situation worldwide, and their self-reported sources of such knowledge. A total of 53 final-year preschool children, aged 5–6, from 12 preschools in Sweden were interviewed. Children’s responses were analysed using content analysis and the Structure of the Observed Learning Outcomes Taxonomy. Most of them seemed to have knowledge about the lives and the economic situation of other children in the world. Many of the preschool children could justify their views with one or more relevant ideas or thoughts, and a few of them were also able to logically connect their arguments. Parents, media and observations of real-life situations were reported as major sources of knowledge, while preschool was mentioned by a few. Further research is needed to enhance our knowledge about how to integrate social and economic sustainability in preschool’s pedagogical activities and to engage children meaningfully in such learning.

Using implementation science to guide the integration of evidence-based family interventions into primary care.

This article is a demonstration of how an implementation-science (IS) framework can be coupled with the measurement of implementation outcomes to effectively integrate evidence-based family interventions in primary care. The primary care environment presents a number of challenges for successfully integrating such interventions. However, IS methods can improve the prospect of successfully implementing a new intervention while simultaneously and rigorously evaluating the impact on salient outcomes. We used our experiences across 2 pilot trials in which the family check-up (Smith, Montaño, Mauricio, Berkel, & Dishion, 2016), an evidence-based family intervention, was integrated into primary care. In these pilot trials, the exploration, preparation, implementation, and sustainment (EPIS) framework and the Proctor et al. taxonomy of implementation outcomes were used to guide the implementation and evaluate its success. Grounding our presentation in our pilot work offers an illustration of applying the EPIS framework and outcomes measurement to real-world problems and contexts. When embarking on new efforts to integrate behavioral interventions into health-care settings, the application of IS frameworks and measurement strategies can create generalizable knowledge that substantively contributes to a sparse literature. Today, those "in the trenches" who are translating evidence-based interventions to their setting can contribute to the corpus of research in integrated care by using IS methods to plan a new program and evaluate its feasibility, adoption, and reach. (PsycINFO Database Record

IS THE P-VALUE REALLY DEAD? ASSESSING INFERENCE LEARNING OUTCOMES FOR SOCIAL SCIENCE STUDENTS IN AN INTRODUCTORY STATISTICS COURSE

In reaction to misuses and misinterpretations of p-values and confidence intervals, a social science journal editor banned p-values from its pages. This study aimed to show that education could address misuse and abuse. This study examines inference-related learning outcomes for social science students in an introductory course supplemented with randomization and simulation content. Learning gains were measured across a suggested taxonomy of inference learning outcomes using the Reasoning about P-values and Statistical Significance (RPASS-10) scale. Three graphical comparisons of students’ Pretest and Posttest proportions were encoded by learning gain or loss, an inference learning outcome taxonomy, or if a correct concept or misconception was assessed. What students learned and the difficulties that persisted shape recommendations for teaching and future research. First published May 2017 at Statistics Education Research Journal Archives

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Purpose: This research aims at analyzing the attainments identified in the sociology curriculum for 11th grade implemented by the Ministry of National Education (MoNE) in 2010, and the evaluation questions in the sociology textbook which was taught in the 2016-2017 academic year, based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. Research Methods: Document analysis was used in this study. The attainments that constitute the data source of the research were taken from the sociology curriculum for 11th grade published by the Ministry of National Education (MoNE) in 2010. Findings: Research findings indicate that 15 out of 60 (25%) attainments in the curriculum could be identified at the level of uni-structural, 14 (23%) multi-structural, 28 (47%) relational, and only 3 (5%) extended abstract. As for the evaluation questions in the textbook, 70 (43%) could be identified as uni-structural, 44 (27%) as multi-structural, 36 (23%) as relational, and 12 (7%) as extended abstract. Implications for Research and Practice: When the 11th grade sociology course achievements and assessment questions were examined, it was determined that all thinking levels of the SOLO taxonomy were found at different ratios. It is thought that when the experts prepare the program attainments for the sociology course, the organization of the attainments harmonized by prerequisite considering the principle of progressivity will be of considerable benefit in terms of effectiveness of the program

Solo Analysis of Efl Curricula in Turkey

Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.

Childhood vaccination communication outcomes unpacked and organized in a taxonomy to facilitate core outcome establishment

ObjectivesWe present a comprehensive taxonomy of outcomes for childhood vaccination communication interventions. Adding to our earlier map of trial outcomes, we aimed to (1) identify relevant outcomes not measured in trials, (2) identify outcomes from stakeholder focus groups, and (3) organize outcomes into a taxonomy. Study Design and SettingWe identified additional outcomes from nonvaccination health communication literature and through parent and health care professional focus groups. We organized outcomes into the taxonomy through iterative discussion and informed by organizational principles established by leaders in core outcome research. ResultsThe taxonomy includes three overarching core areas, divided into eight domains and then into outcomes. Core area one is psychosocial impact, including the domains “knowledge or understanding,” “attitudes or beliefs,” and “decision-making.” Core area two is health impact, covering “vaccination status and behaviors” and “health status and well-being.” Core area three is community, social, or health system impact, containing “intervention design and implementation,” “community participation,” and “resource use.” ConclusionTo our knowledge, this taxonomy is the first attempt to conceptualize the range of potential outcomes for vaccination communication. It can be used by researchers selecting outcomes for complex communication interventions. We will also present the taxonomy to stakeholders to establish core outcome domains.

Effects of visualizing roles of variables with animation and IDE in novice program construction

In this research, the researchers apply the roles of variables visualization to the teaching of novice C language programmers. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants of the research were fifty-five undergraduates who major in computer science at a polytechnic institute. They were divided into an experimental group and a control group. The students from the control group learned programming in the traditional role-based teaching method. The students in the experimental group learned programming using variables visualization with the support of PlanAni and generic integrated development environment (IDE). For the purposes of determining the effects of the role-based visualization teaching, the SOLO level of the code writing was graded according the SOLO categories for program construction. A course satisfaction questionnaire was conducted. Data analyses show there was a significant improvement of SOLO level of program construction and a higher approval about the roles of variables. These results indicate that visualizing the roles of variables with animations and IDE can provide novices with a new conceptual framework that enables them to design relational program from a holistic point of view and helps them learn the concept of the roles of variables.

Evaluation of a learning outcomes taxonomy to support autonomous classification of instructional activities

With an increased focus on assuring the quality of student achievement in higher education, there is a commensurate need for tools to assist academics in understanding the nature of assessment and how it can provide evidence of student learning outcomes. This paper describes research conducted the Instructional Activity Matrix; a taxonomy that was developed as the basis of a learning support tool, Maestro, that automatically analyses outcomes and assessment statements to show the cognitive level and nature of knowledge inherent in them. Findings indicate that the matrix is a valid tool for defining the nature of learning outcomes and had value in clarifying the nature of assessment and outcomes. However, issues identified with the inherent ambiguity of some instructional statements and their contextually-laden language provided insights into how Maestro will need to be refined to provide appropriate support for teachers, with a range of experience across multiple disciplines.

A critical analysis of a master course in gerontology

The aim of this paper is to present an approach to critical appraisal of a Master course in gerontology, based on a three-folded analysis framework comprised of constructive alignment according to Biggs & Tang, the Structure of the Observed Learning Outcome (SOLO) Taxonomy and the Framework for Qualifications in the European Higher Education Area (EQF-HE). The analysis revealed several areas for improvement, for example that the course seemed somewhat overloaded with content, with potentially negative consequences for the depth of understanding. Moreover, there was close to perfect correspondence between the ordinance text and the learning outcomes stated in the syllabus for the Master program of which the course was a part, indicating that there might have been little student involvement in the course development. Recommendations based on the findings suggest needs for optimization regarding the alignment of program and course learning outcomes, teaching and learning activities, and examination. Students should be involved in the reformulation of the learning outcomes. This paper contributes to laying the ground for systematic revision and optimization of course curricula at Master’s level in gerontology.