Eps 1: information dissemination of outcomes-based education and materials development 1
— information dissemination of outcomes-based education and materials development 1
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Ronald Lee
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Developing, disseminating, and implementing appropriate and effective curricula with expected outcomes for teaching and learning may enhance teaching and learning. These goals are accomplished by supporting the development, modification, assessment, and dissemination of materials and assessments that drive instructional decisions and provide insight into students deep understanding of concepts and ideas. It is crucial that student assessments are explicitly aligned to desired student learning outcomes and informed by the standards developed by the nation for mathematics, science, and/or technology.
Areas for Research The primary focus of the IMD Program is on developing and disseminating instruction materials and assessments in science, technology, and mathematics and conducting studies of their efficacy. In the United States Department of Education, the Eisenhower Professional Development program supports educational activities that enhance the quality of elementary and secondary school instruction and, ultimately, students learning and achievement. All Division of Elementary Programs promote development of knowledge bases that inform practices and create meaningful partnerships that tap expertise and other resources from key education stakeholders across the country, including higher education, state and local educational agencies, school districts, informal science education institutions, and industry.
Institutions utilize information-dissemination programs as one of multiple tools for accomplishing various societal or ecological goals. However, different agencies have failed to demonstrate how the information that is being distributed has contributed, or will contribute, to the achievement of their goal-oriented outcomes. To determine ways agencies might assess how their information-dissemination programs are contributing to their goals, the GAO conducted case studies on how the disseminating programs that the GAO reviewed evaluated their media campaigns or training programs.
Agencies should establish a process to evaluate the quality of the information prior to disseminating it. In addition, HHS agencies consider the quality of the information before it is disseminated, and consider the quality of the information as integral at each stage of information development, including its creation, collection, preservation, and dissemination. Authoritative Health, Scientific, and Consumer Information: Several HHS agencies develop and disseminate authoritative health and human services information intended for consumers and the professional community.
In other cases, agencies develop their own information about consumers and the practices of practitioners. HHS should identify the sources of the information being disseminated and, where it is in the scientific, financial, or statistical context, supporting data and models, so the audience can judge for themselves whether there might be reason to doubt the sourceas objectivity. The development and dissemination of high-quality, timely data and information is a key component of the missions of many HHS programs, as well as of HHS partners in the health care and human services community. To ensure that dissemination and reportage of findings to all relevant audiences is done comprehensively and systemically, it is necessary to establish a plan for dissemination at the planning phase of an assessment.
The dissemination plan should contain guidelines about who will present results, what audiences will get results, and who will be included as coauthors in the manuscripts and presentations. Once dissemination goals and audiences are identified, a number of ways can be used to share developed content. Curriculum distribution plans must also consider promoting curricular literacy at the district, school, and individual teacher levels. There should be plans for sustained use of the professional development materials beyond the project, and to communicate the proposed materials to teachers educators in order to promote their inclusion in preservice teacher education programs.
As noted in the far left-hand side box, we plan to explore studies that used evidence from studies as a source of information for their communications techniques and dissemination strategies . By assessing the comparative effectiveness of communication techniques and dissemination strategies, this systematic review will inform efforts to facilitate easy access to research by patients and clinicians. To address this gap, we examine lessons from related disciplines, current practices by researchers, core characteristics of audiences, tools available to disseminate, and measures of impact of dissemination efforts, in this paper. Through this article, we illustrate the main points of dissemination of public health research using the classical model of communication (Fig.
We planned to exclude studies comparing the strategies described above with usual care , as passive diffusion strategies are not typically effective.16 We planned to exclude studies where implementation was the main goal of an intervention , even if an intervention had effects on raising awareness and education for patients or clinicians , even when an intervention had effects on raising awareness and education of patients or clinicians, such as reminding, and providing feedback) despite an effect on raising awareness. We focus on the three accountability approaches increasingly being attempted in developing countries: generation and diffusion of information, devolution of decision-making at school level, and incentives for teachers efforts and feedback).
Third, information dissemination may enhance parent and student voices and enhance parent and student empowerment in their interactions with both school authorities as well as with local political and administrative authorities. Because information provides benchmarks, information dissemination can allow for greater tracking of effectiveness. Second, it can foster engagement, as information may challenge beliefs about appropriate levels of achievement, prompting parents and others to take action. Several studies show that developing rapport with the people to whom you are providing the information is one way to increase the effectiveness of briefing materials.52,72 The messages in the briefings need to be focused, professional , and concise.68 Incorporating data in the briefings may help identify the public health issue and show the extent of that issue.