World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to foster EIP. However, such analyses have been scarce, and what research does exist has generally been limited relative to methods and theory. Given this, the present study executes and describes/reflects upon a novel approach for analysing and comparing EIP in/across systems. In this study, educators’ evidence use patterns are described and comparatively analysed, using a sample of four regions within high-income national settings: Catalonia (Spain), England (UK), Massachusetts (USA), and Rheinland-Pfalz (Germany). This study employs a dual analytical frame (a cohesion/regulation matrix and institutional theory) to supply a methodological lens through which to understand EIP within and across these four systems. Together, this approach not only provides a way of accounting for the macro-level differences between contexts, it also enables a comparison of meso-level and micro-level factors (via institutional theory) that might be common and distinct across systems. This study’s findings reveal substantial diversity in the extent and nature of evidence use between systems, which in turn patterned according to distinctive cultural, systemic, and institutional features. Considering these findings, this study’s discussion advances some provisional insights and reflections regarding actual and potential EIP in education. For example, variability relative to the types/extents of accountability pressures, and how this affected educators’ data and evidence use, enabled a discussion holding relevance for policymakers. We also share process-related insights—i.e., describing the advances and challenges we experienced while undertaking this new approach. These points hold relevance for colleagues wishing to emulate and improve upon the efforts described herein, which we argue are applicable both in and beyond the education sector. Relative to education, these approaches can be applied and improved with an eye toward developing context-specific (vs. one-size-fits-all) packages for fostering EIP and, ultimately, achieving high quality and progressively improving schools/systems.

Application of Monte Carlo Methods to Consider Probabilistic Effects in a Race Simulation for Circuit Motorsport

Applying an optimal race strategy is a decisive factor in achieving the best possible result in a motorsport race. This mainly implies timing the pit stops perfectly and choosing the optimal tire compounds. Strategy engineers use race simulations to assess the effects of different strategic decisions (e.g., early vs. late pit stop) on the race result before and during a race. However, in reality, races rarely run as planned and are often decided by random events, for example, accidents that cause safety car phases. Besides, the course of a race is affected by many smaller probabilistic influences, for example, variability in the lap times. Consequently, these events and influences should be modeled within the race simulation if real races are to be simulated, and a robust race strategy is to be determined. Therefore, this paper presents how state of the art and new approaches can be combined to modeling the most important probabilistic influences on motorsport races—accidents and failures, full course yellow and safety car phases, the drivers’ starting performance, and variability in lap times and pit stop durations. The modeling is done using customized probability distributions as well as a novel “ghost” car approach, which allows the realistic consideration of the effect of safety cars within the race simulation. The interaction of all influences is evaluated based on the Monte Carlo method. The results demonstrate the validity of the models and show how Monte Carlo simulation enables assessing the robustness of race strategies. Knowing the robustness improves the basis for a reasonable determination of race strategies by strategy engineers.

Ethics in Telehealth: Comparison between Guidelines and Practice-based Experience -the Case for Learning Health Systems

Summary Objectives: To understand ethical issues within the tele-health domain, specifically how well established macro level telehealth guidelines map with micro level practitioner perspectives. Methods: We developed four overarching issues to use as a starting point for developing an ethical framework for telehealth. We then reviewed telemedicine ethics guidelines elaborated by the American Medical Association (AMA), the World Medical Association (WMA), and the telehealth component of the Health Professions council of South Africa (HPCSA). We then compared these guidelines with practitioner perspectives to identify the similarities and differences between them. Finally, we generated suggestions to bridge the gap between ethics guidelines and the micro level use of telehealth. Results: Clear differences emerged between the ethics guidelines and the practitioner perspectives. The main reason for the differences were the different contexts where telehealth was used, for example, variability in international practice and variations in the complexity of patient-provider interactions. Overall, published guidelines largely focus on macro level issues related to technology and maintaining data security in patient-provider interactions while practitioner concern is focused on applying the guidelines to specific micro level contexts. Conclusions: Ethics guidelines on telehealth have a macro level focus in contrast to the micro level needs of practitioners. Work is needed to close this gap. We recommend that both telehealth practitioners and ethics guideline developers better understand healthcare systems and adopt a learning health system approach that draws upon different contexts of clinical practice, innovative models of care delivery, emergent data and evidence-based outcomes. This would help develop a clearer set of priorities and guidelines for the ethical conduct of telehealth.

Pottery-Making in Spanish California: Creating Multi-Scalar Social Identity through Daily Practice

Between 1769 and 1834, the Spanish missions of Alta California were pluralistic communities. Faced with cultural entanglement, residents of particular missions formed communities of practice, out of which a shared social identity may have emerged. This process of colonial identity construction is illustrated by the patterned ways potters at one mission, Mission San Antonio de Padua, constructed Plainwares. Potters within this mission community selected the same local raw materials and fired ceramics in open fires. As potters participated in shared traditions of ceramic production, with regard to these steps in the manufacturing sequence, they may have created a shared social identity. In addition to the creation of a shared community identity, potters may have produced and reproduced other social identities that served to create arenas of division. For example, variability in primary forming techniques may suggest that gender identities were created out of the way some potters, possibly women, hand modeled vessels while others, possibly men, threw vessels on a wheel. Through ceramic production, potters at Mission San Antonio de Padua may have at one scale fostered a sense of belonging to the mission community, but at other scales created arenas for social distinction within the indigenous population.