Conceptual foundations for measuring the implementation of educational innovations.
Conceptual foundations for measuring the implementation of educational innovations.
复制标题
衡量教育创新实施情况的概念基础。
DOI：
10.1037/14275-006
复制
发表时间：
2014
影响因子：
1.7
通讯作者：
Amy E. Cassata
中科院分区：
文献类型：
--
作者：
J. Century;Amy E. Cassata
衡量创新实施的程度和性质以及衡量影响实施过程的因素是理解教育创新如何，为什么以及在什么情况下工作的关键步骤（Durlak，2010; Hulleman & Cordray，2009;奥唐纳，2008; Ruiz-Primo，2005; Sanetti & Kratochwill，2009）。然而，在此之前，实施研究领域需要采取一些基本和必要的步骤。在本章中，我们解决了共享的概念框架来衡量创新实施和影响实施的因素的迫切需要。我们描述了我们的工作如何导致这些框架的发展，以及这些框架在研究中使用相关的数据收集工具和分析方法的应用。我们还强调了创新实施研究中出现的一些持续存在的问题，以及我们如何解决这些问题。（PsycInfo数据库记录（c）2024阿帕，保留所有权利）
Measuring the extent and nature of innovation implementation and measuring the factors affecting the implementation process are critical steps for understanding how, why, and under what circumstances educational innovations work (Durlak, 2010; Hulleman & Cordray, 2009; O’Donnell, 2008; Ruiz-Primo, 2005; Sanetti & Kratochwill, 2009). Before this can happen, however, the implementation research field needs to take some fundamental and essential steps. In this chapter, we address the critical need for shared conceptual frameworks for measuring innovation implementation and factors that affect implementation. We describe how our work has led to the development of such frameworks as well as the application of those frameworks in studies using related data collection tools and analysis approaches. We also highlight some of the persistent questions that emerge in innovation implementation studies and how we have addressed them.(PsycInfo Database Record (c) 2024 APA, all rights reserved)