Evaluation Findings (evaluation + finding)

Distribution by Scientific Domains


Selected Abstracts


Context and Change: The Evolution of Pioneering Drug Courts in Portland and Las Vegas (1991,1998)

LAW & POLICY, Issue 2 2001
John Goldkamp
Drug courts in the United States are still relatively young, but they have proliferated dramatically since the first innovation in Miami in 1989. Research focusing on drug courts is now beginning to gain momentum, though it still lags considerably behind the growth of the movement itself. This article describes findings from a first "longitudinal" examination of two of the nation's first and longest operating courts in Portland and Las Vegas, focusing on the dynamic nature of the evolution of the model as adapted in each site. In particular, the research considers the impact of contextual factors , laws, administrative policies, and federal court orders , on the growth of drug court models in each jurisdiction as measured through their screening and enrolling mechanisms over time. The time series analyses suggest that several contextual factors played an important role in shaping these courts and affecting their impact on the target populations and the results they produced. The longitudinal findings illustrate the importance of context in making sense of "normal" evaluation findings and emphasize the dynamic nature of the change process in implementing innovative policy in the criminal courts. [source]


Translating evaluation findings into "policy language"

NEW DIRECTIONS FOR EVALUATION, Issue 86 2000
Kenneth Cabatoff
This chapter examines the use of program evaluation findings as a tool for policy learning. It argues that program evaluation findings must be "translated" into policy language in order to affect decision making within policy communities. This translation is illustrated by welfare policy innovation in Quebec. [source]


Taking CHARGE: A self-management program for women following breast cancer treatment

PSYCHO-ONCOLOGY, Issue 9 2005
Bernadine Cimprich
The purpose of the study was to develop and evaluate Taking CHARGE, a self-management intervention designed to facilitate successful transitions to survivorship after breast cancer treatment. The Taking CHARGE intervention involves a two-pronged approach building on self-regulation principles to (1) equip women with self-management skills to address concerns following breast cancer treatment, and (2) provide information about common survivorship topics. The program involved four intervention contacts, two small group meetings and two individualized telephone sessions, delivered by nurse/health educators. This paper focuses on the process evaluation findings from a preliminary test of the Taking CHARGE intervention conducted with 25 women, aged 34,66 years, completing breast cancer treatment, who were randomly assigned to the intervention group. The process evaluation was conducted to obtain systematic information about the relevance and usefulness of the self-regulation approach, informational aspects, and program delivery. The findings indicated that intervention group participants found the Taking CHARGE program to be timely, relevant, and to have high utility in dealing with concerns that exist following breast cancer treatment. The process evaluation findings provide early evidence of the usefulness of the Taking CHARGE intervention for successful transition to survivorship following breast cancer treatment. Copyright © 2005 John Wiley & Sons, Ltd. [source]


COLLABORATIVE CAPACITY AND STRATEGIES IN AREA-BASED INITIATIVES

PUBLIC ADMINISTRATION, Issue 2 2006
HELEN SULLIVAN
Despite considerable evaluator investment in examining partnership activity in UK public policy initiatives, little attention has been paid to the role of strategy in supporting the generation and harnessing of the resources necessary to collaborate effectively. This paper focuses on one of the first New Labour initiatives , Health Action Zones (HAZ) , and draws on national evaluation findings to delineate local strategies, assess their application in practice and reflect on their contribution to collaborative action. The paper argues that even within nationally constrained policy initiatives there is sufficient flexibility for local actors to select strategies to steer collaborative effort, but these strategies are informed by their operating context and are liable to change in response to experience and changes in context. In addition, the evaluation findings suggest that effective strategies are those which harness collaborative capacity across a range of dimensions. The paper concludes by identifying implications for theory, policy and evaluation. [source]


Knowing is all: or is it?

PUBLIC ADMINISTRATION & DEVELOPMENT, Issue 5 2001
Some reflections on why the acquisition of knowledge, does not always lead to action, focusing particularly on evaluation activities
This article examines the factors that influence whether the acquisition of knowledge leads on to action. It looks first at the ,supply' side, i.e. the kind of knowledge that is being acquired and whether it meets the needs of the intended users and is conducive to action; whether knowledge is a product or a process; the relevance of the positivist and constructivist approaches in this context; and whether participatory methods are required. The article then turns to the ,demand' side, and looks at possible reasons why decision-takers may often seem to ignore new knowledge and evaluation findings. It suggests that evaluators may sometimes have unrealistic expectations of the kind of impact their reports should have. On the other hand there are factors leading to inertia and risk averseness that may stymie action. The importance of a ,knowledge culture' is emphasized if knowledge is to be turned into action. Copyright © 2001 John Wiley & Sons, Ltd. [source]


The frontline and the ivory tower: A case study of service and professional-driven curriculum

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2009
Sue Lenthall
Abstract Objective:,To describe the development of a postgraduate, multidisciplinary program designed to meet the needs of remote health professionals, present formative evaluation findings and to offer an analysis of the difficulties and lessons learnt. Design:,Case study. Setting:,University Department of Rural Health in a remote region. Participants:, University staff, students and stakeholders involved in the development of the remote health practice program. Results:,Formative evaluation suggests that a curriculum driven by service and professional groups, such as the Flinders University Remote Health Practice program, is able to better prepare remote health practitioners and improve their effectiveness. Difficulties in development included a lack of recognition by some university academics of the value of practitioner knowledge and a reluctance to accept a clinical component in a masters program. Lessons learnt included the importance of: (i) respect for practitioner knowledge; (ii) explicit and appropriate values; (iii) high-quality academics with strong service links; (iv) appropriate length of lead time; (v) institutional links between university and both relevant professional organisations and health services; (vi) a receptive university; (vii) location; and (viii) ongoing engagement with services and professional responsive development. Conclusion:,The success of the program was due in large part to the relationship with professional bodies and close links with remote health services. We have described a number of lessons learnt from this experience that can be useful to other educational groups developing or revising their educational programs. [source]