Community Engagement Strategies for Implementation of a Policy Supporting Evidence-Based Practices: A Case Study of Washington State

2015 ◽  
Vol 44 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Gabrielle D’Angelo ◽  
Michael D. Pullmann ◽  
Aaron R. Lyon
Keyword(s):  
Community Engagement ◽  
Washington State ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Evidence Based Practices ◽  
Engagement Strategies

Translating Evidence-Based Practices Into Policy: A Case Study in Texas

2012 ◽  
Vol 51 (5) ◽  
pp. 383-401 ◽  
Author(s):  
Gerald Cochran ◽  
Katherine L. Montgomery ◽  
Holly Bell
Keyword(s):  
Evidence Based ◽  
Evidence Based Practices

I Know God’s Got a Day 4 Me

2016 ◽  
Vol 35 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Desmond U. Patton ◽  
Ninive Sanchez ◽  
Dale Fitch ◽  
Jamie Macbeth ◽  
Patrick Leonard
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Gang Member ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Health Practice ◽  
Mental Health Practice ◽  
Evidence Based Practices ◽  
Data Source

Trauma-based interventions are common in mental health practice, and yet there is a gap in services because social media has created new ways of managing trauma. Practitioners identify treatments for traumatic experiences and are trained to implement evidence-based practices, but there is limited research that uses social media as a data source. We use a case study to explore over 400 Twitter communications of a gang member in Chicago’s Southside, Gakirah Barnes, who mourned the death of her friend on Twitter. We further explore how, following her own death, members of her Twitter network mourn her. We describe expressions of trauma that are difficult to uncover in traditional trauma-based services. We discuss practice and research implications regarding using Twitter to address trauma among gang-involved youth.

Strengthening Evaluation Research: A Case Study of an Evaluability Assessment Conducted in a Carceral Setting

2017 ◽  
Vol 62 (10) ◽  
pp. 3185-3200 ◽  
Author(s):  
Abigail Henson
Keyword(s):  
Criminal Justice ◽  
Evaluation Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Evaluability Assessment ◽  
Methodological Rigor ◽  
Precise Understanding ◽  
Fatherhood Program ◽  
Critical Exploration

Over the last decade, criminal justice scholars have increasingly endorsed “evidence-based practices”; however, some criminologists have voiced concerns over the varied methodological rigor used by evaluation researchers, differing definitions of evidence, and lack of critical exploration as to why programs may be (in)effective. This article argues that evaluability assessments (EAs) can answer these concerns. Through a case study of an EA used on a prison-based fatherhood program, this article demonstrates how EA’s approach leads to a more precise understanding of outcome operationalization, and allows for the democratization of research, which is particularly important in a carceral setting.

scholarly journals Balancing Privacy and Strategic Planning Needs: A Case Study in De-Identification of Patron Data

2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Becky Yoose
Keyword(s):  
Data Analysis ◽  
Strategic Planning ◽  
Data Warehouse ◽  
Limited Resources ◽  
Evidence Based ◽  
Data Warehouses ◽  
Evidence Based Practices

The rise of evidence-based practices and assessment in libraries in recent years, combined with tying outcomes to future funding and resource allotments, has made libraries more reliant on patron data to determine how to allocate limited resources and funding. Libraries who want to use data for research and analysis but also wanting to protect patron privacy find themselves wondering how to balance these two priorities. This article explores The Seattle Public Library’s attempt to strike the balance between patron privacy and data analysis with the use of a data warehouse with de-identified patron data, as well as implications of data warehouses and de-identification as an option for other libraries.

Using Autoethnography to Engage in Critical Inquiry in TESOL

2022 ◽  
pp. 245-259
Author(s):  
Qinghua Liu
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Evidence Based ◽  
Teaching English ◽  
Evidence Based Practices ◽  
Qualitative Research Method ◽  
Race And Gender ◽  
Qualitative Research Methodology ◽  
And Gender

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

scholarly journals Advancing the state-level tracking of evidence-based practices: a case study

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Sarah Cusworth Walker ◽  
Georganna Sedlar ◽  
Lucy Berliner ◽  
Felix I. Rodriguez ◽  
Paul A. Davis ◽  
...  
Keyword(s):  
State Level ◽  
The State ◽  
Evidence Based ◽  
Evidence Based Practices

Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder

2016 ◽  
Vol 50 (3) ◽  
pp. 151-163 ◽  
Author(s):  
Elizabeth A. West ◽  
Jason C. Travers ◽  
Talya D. Kemper ◽  
Lisa M. Liberty ◽  
Debra L. Cote ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Ethnic Diversity ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Evidence Based Practices

scholarly journals Reflective writing: a tool to support continuous learning and improved effectiveness in implementation facilitators

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanya T. Olmos-Ochoa ◽  
Karissa M. Fenwick ◽  
David A. Ganz ◽  
Neetu Chawla ◽  
Lauren S. Penney ◽  
...  
Keyword(s):  
Reflective Writing ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Instrumental Case Study ◽  
Primary Care Clinics ◽  
Link Type ◽  
Healthcare Settings ◽  
Didactic Knowledge ◽  
Facilitation Skills

Abstract Background Implementation facilitators support the adoption of evidence-based practices and other improvement efforts in complex healthcare settings. Facilitators are trained to develop essential facilitation skills and facilitator effectiveness is typically evaluated post-implementation, but little is known about how facilitators apply and adapt didactic knowledge after training, or how learning and refining experiential knowledge occurs during the facilitation process. We propose the use of reflective writing as a tool to document and support facilitator learning and facilitator effectiveness. Methods Using an instrumental case study of the Coordination Toolkit and Coaching (CTAC) project, we explore the use of reflective writing by facilitators to support their learning and effectiveness. Six primary care clinics participated in weekly hour-long facilitation calls over a 12-month period to implement quality improvement projects related to care coordination. Two facilitators completed templated reflections after each facilitation call for their assigned sites, totaling 269 reflections. We used the declarative-procedural-reflective model, which defines the process of skill development in clinical practice, to qualitatively analyze the reflections. Two independent coders used content analysis principles to code text that captured facilitators’ observations, evaluations, interpretations, and communication. Descriptive statistics were used to analyze reflections by facilitator and by code within and across reflections. Results CTAC facilitators primarily used the reflections to summarize the calls (observation), assess the facilitation process and the tasks and activities they used (evaluation), document their thoughts about how to improve their own effectiveness (interpretation), and describe their communication with implementing teams. Ninety-one percent of reflections included observations, 42% interpretation, 41% evaluation, and 44% facilitator communication. In total, we coded 677 segments of text within reflections: 39% represented observation, 20% interpretation, 18% evaluation, and 23% facilitator communication. Conclusions The process of reflective writing allowed the CTAC facilitators the time and structure to evaluate their facilitation and to think critically about how to adjust their facilitation in response to their observations and interpretations. Reflective writing is a feasible and acceptable tool to support and document facilitator learning and effectiveness. Trial registration The project was registered with ClinicalTrials.gov (NCT03063294) on February 24, 2017.

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