Health Promotion is a relatively new discipline and there is little in the way of practical help for students and practitioners in choosing and implementing appropriate evaluation methods. As the ...demands for rigorous evaluation and evidence-based decision-making increase, health promotion cannot ignore the need for accurate, reliable and valid methods to carry out evaluation. This book provides clear descriptions (with plentiful practical examples) of such methods, and the problems that can arise from their implementation. Both qualitative and quantitative methods that are commonly used are described and the problems and benefits that arise with their use are explained. Experiences in the practical implementation of evaluation are explained, with examples from a variety of different social, economic and cultural contexts. The third edition of this highly successful book has been fully revised and updated to reflect the ongoing developments in the field of health promotion. It will appeal to students and practitioners in health promotion and public health (including programme managers in both the government and the voluntary sector), and donors and funding agencies who commission health promotion interventions and evaluations. Available in OSO: http://www.oxfordscholarship.com/oso/public/content/publichealthepidemiolog9780199569298/toc.html Contributors to this volume - Virginia Berridge, Professor of History, Centre for History in Public Health, London School of Hygiene and Tropical Medicine, UK Annie Britton, Senior Lecturer in Epidemiology, Division of Population Health, University College London, UK Steven Chapman, Chief Technical Officer, Population Services International, Washington DC, USA Yolande Coombes, Consultant, Water and Sanitation Program, World Bank, Nairobi, Kenya Jane Cowl, Programme Manager, Patient & Public Involvement Programme, National Institute for Health and Clinical Excellence, London, UK David Ellard, Senior Research Fellow, Warwick Medical School, University of Warwick, UK Melvyn Hillsdon, Associate Professor of Exercise and Health Behaviour, School of Sport and Health Sciences, University of Exeter, UK Rachel Jewkes, Director, Gender and Health Research Unit, Medical Research Council, Pretoria, South Africa Dalya Marks, Lecturer, Department of Public Health and Policy, London School of Hygiene and Tropical Medicine, UK Suzanne Parsons, Senior Research Associate, Picker Institute Europe, Oxford, UK John Powell, Associate Clinical Professor in Epidemiology & Public Health, Warwick Medical School, University of Warwick, UK Warren Stevens, Health Policy Advisor, Population Services International, Washington DC, USA Carol Tannahill, Director, Glasgow Centre for Population Health, Scotland, UK Margaret Thorogood, Professor of Epidemiology, Warwick Medical School, University of Warwick, UK
This volume outlines a new approach for understanding China's treaty performance around international standards on trade and human rights, using the paradigms of selective adaptation and ...institutional capacity. Selective adaptation reveals how local interpretation and implementation of international treaty standards are affected by normative perspectives derived from perception, complementarity, and legitimacy. Institutional capacity explains how operational dimensions of legal performance are affected by structural and relational dynamics of institutional purpose, location, orientation, and cohesion. The author also offers policy suggestions for more effective engagement with China on trade and human rights issues.
Evaluating suicide prevention programs can be challenging because suicide is a rare event and prevention programs are often complex and multifaceted. The RAND Suicide Prevention Program Evaluation ...Toolkit uses checklists, worksheets, and templates to help program staff design an evaluation that is appropriate for their program type, available resources, and expertise and offers guidance on analyzing the resulting data to inform improvements.
Survivors of improvised explosive device attacks often have traumatic brain injuries (TBIs). Those recovering from TBIs often find they must coordinate services across multiple systems of care, ...something that would be difficult even without cognitive challenges. This report documents RAND’s assessment of a program designed to facilitate care coordination for such individuals.
Health Promotion Evaluation Practices in the Americas: Values and Research Practices from the Americas Edited by Louise Potvin, David V. McQueen, and Mary Hall More and more, health promotion is a ...crucial component of public health, to the extent that public health interventions are called on to prove their effectiveness and appraised for scientific validity, a practice many in the field consider self-defeating. Health Promotion Evaluation Practices in the Americas cogently demonstrates that scientific rigor and the goals of health promotion are less in conflict than commonly thought, synthesizing multiple traditions from countries throughout North, Central, and South America (and across the developed-to-developing-world continuum) for a volume that is both diverse in scope and unified in purpose. The book’s examples—representing robust theoretical and practical literatures as well as initiatives from Rio de Janeiro to American Indian communities—explain why health promotion evaluation projects require different guidelines from mainstream evaluative work. The editors identify core humanitarian principles associated with health promotion (participation, empowerment, equity, sustainability, intersectoral action, multistrategy, and contextualism), while chapters highlight challenges that must be mastered to keep these principles and scientific objectives in sync, including:Building health promotion values into evaluation research projects.Expanding the use of evaluation in health promotion.Developing meaningful evaluation questions.Distinguishing between community-based participation research and evaluation-based participation.Evaluating specifically for equity.Designing initiatives to foster lasting social change.
In this book, the authors provide readers with a straightforward approach to doing assessment in a way that is meaningful, manageable, and sustainable over time. Including a straightforward overview ...of assessment concepts and principles and practical, easy-to-follow instructions for multiple assessment tools and key steps in the assessment process, this book is a handy, all-in-one how-to guide. In addition, the text guides readers toward the development of a culture of assessment. Writing in a conversational tone that has helped the authors to successfully teach assessment principles and practices to faculty and administrators from a variety of academic disciplines and institutions, the book reads as if a friendly, supportive assessment professional is by your side.The book begins with an overview of the assessment process and key assessment concepts and principles. Subsequent modules provide detailed instructions and specific tips for carrying out each step of the process, including three modules focused on creating and implementing specific assessment measurement tools. The authors recommend readers begin by reading Module 1, which provides a framework that will enhance understanding of each of the steps of the process that are spelled out in detail in subsequent modules. However, after that, each of the modules is designed to stand alone. Readers need not read the modules in order nor do they need to read all of them in order to benefit from the authors guidance. In addition, the authors have created a video to accompany Module 10 in which they take readers step-by-step through the use of Excel spreadsheets to organize and present assessment data.
Editors' Note Lyssa Wilson Becho; Michael A. Harnar
Journal of multidisciplinary evaluation,
06/2024, Volume:
20, Issue:
47
Journal Article
Peer reviewed
Open access
When Dr. Scriven died on August 28, 2023, we lost a legend and an important voice in the evaluation field. Surely, his impact will be explored for years to come. Given Scriven’s role, along with Dr. ...E. Jane Davidson, in founding JMDE, we created this special issue for those who knew him to say a few words about their perceptions of his impact. Our initial compass for this special issue dedicated to Scriven was three-fold. Firstly, as he was a champion of JMDE and a frequent contributor, we were in a unique position to look back through the journal’s history and summarize his published contributions. Secondly, some expressed the desire to revisit and reinvigorate some of Scriven’s contributions. Finally, we wanted to provide a venue for more personal reflections on how Scriven impacted individual lives. Taking time to reflect on personal and professional relationships with Scriven and his intellectual contributions has given contributors to this issue a way to remember and say thank you. We hope that these contributions do some justice to Dr. Michael Scriven’s legacy, remind you of his role in our discipline’s development, and focus your attention, for more than a few moments, on the intellectual giant that left us.
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. ...Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management--often referred to as "21st century skills." "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century" describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills--such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century" summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
