评估复杂教育干预措施实施情况的工具

IF 1.1 3区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

American Journal of Evaluation Pub Date : 2021-09-01 DOI:10.1177/1098214020958490

K. Kainz, Allison Metz, Noreen Yazejian

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引用次数: 3

摘要

旨在缩小差距和产生公平学习成果的大规模教育干预措施往往很复杂，涉及多个组成部分和预期影响。由于干预措施的互动性和突发性，评估复杂干预措施的实施具有挑战性。从系统科学中构建的方法已被证明对解决复杂干预空间中的评估挑战是有用的。复杂性科学与系统科学有一些共同的术语，但复杂性科学的主要目的和研究方法不同于系统科学。在本文中，我们描述了复杂性科学中使用的一些语言和思想。我们根据复杂性科学中使用的语言和思想以及与优先事项一致的方法，提供了一套评估复杂干预措施的优先事项。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Tools for Evaluating the Implementation of Complex Education Interventions

Large-scale education interventions aimed at diminishing disparities and generating equitable learning outcomes are often complex, involving multiple components and intended impacts. Evaluating implementation of complex interventions is challenging because of the interactive and emergent nature of intervention components. Methods that build from systems science have proven useful for addressing evaluation challenges in the complex intervention space. Complexity science shares some terminology with systems science, but the primary aims and methods of complexity science are different from those of systems science. In this paper we describe some of the language and ideas used in complexity science. We offer a set of priorities for evaluation of complex interventions based on language and ideas used in complexity science and methodologies aligned with the priorities.

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来源期刊

American Journal of Evaluation SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

4.40

自引率

11.80%

发文量

期刊介绍： The American Journal of Evaluation (AJE) publishes original papers about the methods, theory, practice, and findings of evaluation. The general goal of AJE is to present the best work in and about evaluation, in order to improve the knowledge base and practice of its readers. Because the field of evaluation is diverse, with different intellectual traditions, approaches to practice, and domains of application, the papers published in AJE will reflect this diversity. Nevertheless, preference is given to papers that are likely to be of interest to a wide range of evaluators and that are written to be accessible to most readers.