Promoting Education Decision Makers' Use of Evidence in Flanders

2021 ◽  
Author(s):  
Claire Shewbridge ◽  
Florian Köster
Keyword(s):  
Decision Makers ◽  
Education Decision

Make sense of the research: A primer for educational leaders

2021 ◽  
Vol 103 (3) ◽  
pp. 43-47
Author(s):  
David Steiner
Keyword(s):  
Educational Leaders ◽  
Decision Makers ◽  
Effect Sizes ◽  
Randomized Control Trials ◽  
P Values ◽  
Know How ◽  
High Effect ◽  
Education Leaders ◽  
Randomized Control ◽  
Education Decision

Education leaders know that they should use research when choosing interventions for their schools, but they don’t always know how to read the research that is available. David Steiner explains some of the reasons that reading research is a low priority for educators on the front lines and offers some guidance for determining whether research results are meaningful without an extensive background in statistics. Ideally, education decision makers should look for randomized control trials with high effect sizes and low p-values.

scholarly journals What Is the Potential for Applying Cost-Utility Analysis to Facilitate Evidence-Based Decision Making in Schools?

2019 ◽  
Vol 48 (5) ◽  
pp. 287-295 ◽  
Author(s):  
Fiona Hollands ◽  
Yilin Pan ◽  
Maya Escueta
Keyword(s):  
Decision Making ◽  
Program Effectiveness ◽  
Multicriteria Decision Making ◽  
Cost Utility ◽  
Cost Utility Analysis ◽  
Decision Makers ◽  
Evidence Based ◽  
Utility Analysis ◽  
Local Conditions ◽  
Education Decision

Education decision makers routinely make choices among programs and strategies to implement. Policy demands increasingly require that such decisions are based on evidence regarding program effectiveness at improving student outcomes. However, research evidence is but one of the considerations that practitioners must juggle, along with local conditions, capacity, resource availability, and stakeholder values. We investigated the feasibility of applying a multicriteria decision-making framework based on cost-utility analysis to facilitate evidence-based decisions by educators. Working with a total of 183 aspiring school leaders in class settings, we determined to what extent they could implement the initial steps of the framework. We subsequently invited three educators to apply the full framework to substantive decisions in their schools and report the results.

scholarly journals What’s the Purpose of Higher Education? Proposing Meso-Level Operationalizable Superordinate Strategic Goals for Higher Education Developing the Higher Education Strategy Model and Metrics (HESM & M)

2017 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
David Wawrzinek ◽  
Guido Ellert ◽  
Claas Christian Germelmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Decision Makers ◽  
Strategy System ◽  
Strategy Model ◽  
Education Strategy ◽  
Curriculum Creation ◽  
Strategic Goals ◽  
Education Decision

This conceptual paper looks into the question of what purpose and which superordinate strategic goals can be identified for higher education. Because of the large variety of different purposes and goals in the existing literature, there’s a need for integrative models and frameworks that help to manage the complex challenges which higher education is facing in an increasingly complex world. Based on the theoretical perspective of Service Dominant Logic (SD-logic), a holistic higher education strategy system model is presented, allowing higher education decision makers and managers a better understanding and consequently the measurement of strategical higher education goals. Irrespective of the branch of study, the HESM can be used as a decision-making aid in operative tasks regarding curriculum creation and optimization of teaching and learning contents.

scholarly journals Good education policy making: Data-informed but values-driven

2018 ◽  
Vol 100 (4) ◽  
pp. 36-39
Author(s):  
Harry Brighouse ◽  
Helen Ladd ◽  
Susanna Loeb ◽  
Adam Swift
Keyword(s):  
Decision Making ◽  
Interpersonal Relationships ◽  
Policy Making ◽  
Decision Makers ◽  
Democratic Process ◽  
Good Education ◽  
Trade Offs ◽  
Education Decision ◽  
Data Informed ◽  
Careful Thought

In this article, based on their book Educational Goods: Values, Evidence and Decision Making, Harry Brighouse, Helen Ladd, Susanna Loeb, and Adam Swift encourage education decision makers to give careful thought to the values that underlie the data they collect and use to inform policy. Rather than basing decisions entirely on what improves academic achievement, the authors call for attention to a wider array of values, which they call educational goods. These include the capacities to function in the labor market, to participate effectively in the democratic process, to make autonomous judgments about key life decisions such as occupation or religion, to develop healthy interpersonal relationships, to seek personal fulfilment, and to treat others with respect and dignity. Thinking in terms of these values can broaden the conversation about education priorities and bring clarity to decisions involving trade-offs and conflicting aims.

How They Decide

2013 ◽  
Vol 61 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Marci L. Major
Keyword(s):  
Decision Making ◽  
School District ◽  
Music Education ◽  
Economic Value ◽  
Decision Makers ◽  
Public School District ◽  
Music Program ◽  
Education Decision ◽  
The Aesthetic

This study was designed to examine the decision-making process for keeping or cutting the music program in one selected public school district. Lekbery School District, in the Detroit suburb of Lekbery, Michigan, had not made extreme cuts to the music program in over 10 years, nor had it specifically targeted the music program when budgets cuts did occur. Qualitative data collected through interviews and documents indicated that Lekbery Schools District’s administrators had committed to offering a well-rounded education to all of their students and that music education played a large part in that education. For decision making regarding funding and support for music education, decision makers considered (a) their personal values and philosophies of music education, (b) the values and demands of the community, (c) the quality of teaching that Lekbery could afford and provide, (d) the aesthetic and utilitarian purposes of keeping music education in the curriculum, (e) the economic value that music added, and (f) how the program contributed to the overall image of the school district.

scholarly journals Nursing Education and its Cultural Congruency in the Sultanate of Oman: Case Study

2019 ◽  
pp. 6-12
Author(s):  
Suad Al Junaibi ◽  
Derek Chambers ◽  
Aru Narayanasamy
Keyword(s):  
Nursing Education ◽  
Analytical Framework ◽  
Current Approach ◽  
Decision Makers ◽  
Nursing Curriculum ◽  
Service Users ◽  
Sultanate Of Oman ◽  
Cultural Aspects ◽  
Education Decision

Background: The purpose of this study is to explore whether the cultural aspects of client care as included in the nursing curriculum in the Sultanate of Oman are satisfactory. This concept will be examined by reviewing the Omani Ministry of Health’s (MoH) approach to designing, developing, and implementing a general nursing curriculum. Method: This case study was explored qualitatively to determine whether nursing education addresses culturally congruent care adequately through the review of educational policy documents, semi-structured qualitative individual interviews, and focus groups. The data was collected from the MoH’s nursing education decision-makers, educators, students, and service users (public) over a period of six months. To identify themes, the data was analyzed using Ritchie and Spencer’s five-stage analytical framework. The study used purposeful sampling to select study participants from the MoH nursing education decision-makers, educators, students and service users. Results: The study revealed that the MoH’s current approach to nursing curriculum falls short of what Denis Lawton considers a culturally competent curriculum. Conclusion: The study proposes to reexamine the cultural care content in the nursing education in Oman.

scholarly journals Comparing evidence on the effectiveness of reading resources from expert ratings, practitioner judgements, and research repositories

2021 ◽  
Author(s):  
Fiona M. Hollands ◽  
Yilin Pan ◽  
Michael J. Kieffer ◽  
Venita R. Holmes ◽  
Yixin Wang ◽  
...  
Keyword(s):  
Research Evidence ◽  
Educational Interventions ◽  
Decision Makers ◽  
Local Context ◽  
Urban District ◽  
High Quality Research ◽  
Rigorous Research ◽  
Education Decision ◽  
Evidence Summaries ◽  
Expert Ratings

Background: Education decision makers are increasingly expected to use evidence to inform their actions. However, the majority of educational interventions have not yet been studied and it is challenging to produce high quality research evidence quickly enough to influence policy questions.Aims and objectives: We set out to gather evidence on the efficacy of reading resources implemented at 23 struggling elementary schools in a large, urban district in the US. The schools were at risk of closure by the state.Methods: For each reading resource, we searched for existing effectiveness studies and collected professional judgements by surveying practitioners. We also used an expert survey to collect judgements from three reading experts. We compared the ratings among experts and between practitioners and experts. We also compared practitioner and expert judgements to evidence summaries from research repositories.Findings: We found evidence summaries in research repositories for only five of 23 reading resources used in the 23 schools. Experts showed poor to good agreement on ten questions about each resource. Agreement between practitioners and experts was low with practitioners generally rating resources more positively than reading experts.Discussion and conclusions: Practitioners may be overly optimistic about the efficacy of educational materials while experts have difficulty assessing how well the materials serve an unfamiliar population. In the absence of rigorous evaluations of locally-implemented programmes, district decision makers can review the consistency of evidence collected from practitioners and experts, along with external research evidence, to inform actions towards supporting and guiding struggling schools.<br />Key messages<br /><ul><li>Rigorous research evidence is lacking for many of the programmes and practices implemented in schools.</li><br /><li>Districts can produce internal evidence on the effectiveness of reading resources by surveying practitioners.</li><br /><li>Expert ratings of the same resources are generally less optimistic about their efficacy.</li><br /><li>Decision makers should consider consistency across sources of evidence and relevance to local context.</li></ul>

Promoting Education Decision Makers' Use of Evidence in Austria

2020 ◽  
Author(s):  
Florian Köster ◽  
Claire Shewbridge ◽  
Clara Krämer
Keyword(s):  
Decision Makers ◽  
Education Decision

Educators as Facilitators of Game-Based Learning

2022 ◽  
pp. 533-553
Author(s):  
Jessica Reuter ◽  
Marta Ferreira Dias ◽  
Marlene Amorim ◽  
Mara Madaleno ◽  
Claúdia Veloso
Keyword(s):  
Higher Education ◽  
Educational Games ◽  
Institutional Support ◽  
Decision Makers ◽  
Game Based Learning ◽  
Educational Methods ◽  
Learning Contexts ◽  
Innovative Learning ◽  
Education Decision ◽  
Critical Literature

Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.

Under the Law: The legal balancing act over public school curriculum

2019 ◽  
Vol 100 (6) ◽  
pp. 74-75
Author(s):  
Julie Underwood
Keyword(s):  
Public School ◽  
Well Being ◽  
School Curriculum ◽  
Decision Makers ◽  
The Law ◽  
Education Decision

Julie Underwood reviews court rulings related to curriculum and the balancing of various stakeholders’ interests. Both states and districts have the authority to set curricular requirements for the well-being of their residents, even at times over parents’ objections. Although no single statute guides courts in balancing the interests of states, districts, parents, and students, constitutional considerations are paramount, and courts generally defer to education decision makers and find for the expansion of knowledge.

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