How can integration of children and young people with refugee background succeed in educational and pedagogical institutions? The aim of this book is to identify conditions that promote a successful integration in the context of non-formal education on the basis of a quantitative and qualitative longitudinal data. This book gives evidence, that integration can be promoted by several conditions and it provides a first typology of different types of institutional actions. / Wie kann pädagogische Integrationsförderung von Heranwachsenden mit Fluchterfahrung gelingen? Ziel des Buches ist es, auf Basis einer quantitativen und qualitativen Längsschnittstudie Gelingensbedingungen pädagogischer Integrationsförderung im Kontext außerschulischer Bildungsangebote zu identifizieren. Eine integrationsfördernde Wirkung wird für einzelne Gelingensbedingungen nachgewiesen und eine erste Typologie institutioneller Handlungslogiken aufgestellt. Bislang sind nur wenige Studien zu verzeichnen, die sich mit dem integrationsfördernden Potenzial außerschulischer Bildungsangebote für Heranwachsende mit Fluchterfahrung auseinandersetzen. An diesem Punkt setzt die vorliegende Studie an und erörtert den Effekt von Gelingensbedingungen für eine pädagogische Integrationsförderung auf Grundlage einer quantitativen sowie qualitativen Längsschnittstudie. Eine Identifikation dieser integrationsfördernden Gelingensbedingungen erfolgt auf den Ebenen des Individuums, der Interaktion sowie der Institution.

A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. The main purpose of this study was to augment the formative evaluation process of instructional design through the incorporation of scenario-based design tools and strategies that focus on interface design. The test population was students from undergraduate "human development" courses at Virginia Tech, approximately 250 students. One prototype of a course web interface was tested and revised based on data collected during the formative evaluation process. The scenario data provided rationale for redesign considerations. / Ph. D.

Developing economical yet effective methods of incorporating usability engineering as an integral part of software engineering is a primary focus of human-computer interaction (HCI) research. However, much HCI research has focused primarily on inspecting and evaluating applications supporting command-line or graphical user interface (GUI) interaction styles. With the dramatic increase in virtual environment (VE) research in recent years, the HCI community is beginning to place an added emphasis on creating methodologies to ensure usability in VE development. While the demand for VE-specific usability engineering methods and criteria is dire as the amount of money invested by military, government, commercial, and industrial organizations continues to grow, widely accepted methodologies for assessing VE usability are, at this point in time, minimal. There has been a recent increase in research discussing the need of VE-specific usability engineering methodologies, but few research projects have concentrated their efforts on providing such methodologies. Therefore, application developers attempting to apply a user-centered design approach in constructing VEs must often perform largely ad-hoc assessments or in-house evaluations using existing non-VE-specific usability engineering methodologies. The primary focus of this research was to develop a method to guide usability engineering of VEs. The strategy used to develop this usability evaluation method was to modify existing usability evaluation methodologies to support VE development by leveraging the results of previous VE usability research performed at Virginia Tech and elsewhere. The result was a VE-specific usability evaluation methodology that encompasses two existing usability assessment techniques: usability inspections and formative evaluations. We applied this methodology to Crumbs, an immersive visualization VE developed at the National Center for Supercomputing Applications (NCSA). A multi-dimensional framework of VE usability characteristics was a topic of research at Virginia Tech. This framework provided the backbone for VE-specific modifications to the existing usability evaluation techniques proposed in this research. Framework design guidelines permitted usability specialists to perform guidelines-based usability inspections of Crumbs. Results gathered from the guidelines-based usability inspections were used not only to redesign the Crumbs user interface but also drive creation of a formative evaluation plan. Application of the methodology not only uncovered usability issues with Crumbs, but also provided invaluable information regarding the effectiveness of the methodology itself. We conclude this thesis by describing a usability evaluation methodology, called the Modified Concept Book Usability Evaluation Methodology, proposed to improve the usability evaluation methodology performed on Crumbs and other VEs. Our methodology was adapted from an established methodology for performing content analysis on a large volume of qualitative data. Because the realm of VEs is so vast and diverse in application domains and devices, we do not claim that our methodology supports an exhaustive usability evaluation of all VEs. However, the proposed technique is a first attempt at modifying existing usability evaluation methods, and therefore can be used as a launching pad for methodologies to evaluate other aspects of specific VE applications. / Master of Science

The numbers of students with disabilities enrolling in postsecondary institutions has increased since the passage of key disability rights legislation. As a result, the need for information about accommodating postsecondary students with disabilities has increased in the last two decades, especially since the passage of the Higher Education Amendments of 1998. This study used Dick and Carey's (1996) model of instructional design to conduct a formative evaluation of a Web-based performance support system (WPSS) designed for academic administrators, instructional employees, and auxiliary service administrators to enhance accommodations for postsecondary students with disabilities. Formative evaluation consisted of expert review, one-to-one, consumer analysis, and field trial phases. During the expert review phase, subject matter experts, instructional design and usability experts, and individuals with disabilities completed surveys to assess the degree to which the WPSS contained current content, included elements of effective design, and was accessible to individuals with disabilities. During the one-to-one, consumer analysis, and field trial phases, academic administrators, instructional personnel, and auxiliary service administrators on the University of Kentucky campus completed a questionnaire using the WPSS to assess the degree to which the WPSS was effective in providing information. In addition, users completed a survey to assess their perceptions of the WPSS. Finally, data were collected to assess difficulties encountered by users. Results from the expert review phase of the evaluation suggest that the WPSS contained current content, included elements of effective design, and was accessible to individuals with disabilities. Analysis of the questionnaire scores from all phases revealed that users obtained a mean accuracy rate of 74% or higher on the in-session questionnaire. In addition, all users required a mean of 3.9 minutes or less per question to locate responses for items on the questionnaire. The perceptions of all users about the WPSS were positive. Results also indicated that users reported a variety of technical difficulties; however, the majority were related to server errors. Revisions made to the WPSS after each phase of evaluation are described. Implications of the investigation for researchers and Web developers, limitations of the investigation, and areas for future research also are discussed.

Survey research was used to conduct a formative evaluation of Quality Indicators for Assistive Technology Services (QIAT) by 120 leaders in the field of assistive technology. Survey respondents represented five different types of assistive technology interest and responsibilities: consumers of assistive technology services and family members, district and regional assistive technology leaders, state and national assistive technology leaders, assistive technology leaders in higher education, and assistive technology policy leaders. Respondents reviewed QIAT and completed either print or online electronic versions of a survey in which they provided their perspectives on the need for quality indicators, the importance of each quality indicator contained in QIAT, the clarity of each accompanying intent statement, and the usefulness of QIAT to people with assistive technology interests and responsibilities similar to their own. Results of this investigation suggested that quality indicators are needed to guide the development and delivery of assistive technology services, that the 39 quality indicators contained in QIAT are important, and that QIAT would be useful to people with varied interests and responsibilities in assistive technology. The perceptions of the majority of the participants about QIAT were positive. Analysis of the rankings indicated that every quality indicator contained in QIAT was considered important by greater than 92% of the participants and every intent statement was considered clear by greater than 82% of the participants. Results also indicated that participants believed that some revisions in the wording and reordering of the items contained in QIAT would increase clarity and that the identification and development of training and products aligned to QIAT could aid in the development and delivery of effective assistive technology services. Proposed revisions were made in QIAT as a result of respondent recommendations. Implications for practice, future development, and additional research also were proposed.

Currently, many educators are focusing on the development of Web-based material and the quality of such material needs to be evaluated. Expert review, as a formative evaluation method, is an important method to evaluate the material prior to release. Other studies have described the use of Subject-Matter Experts (SMEs) and also domain students, with enough knowledge in the subject area, as a way of enhancing the quality of the reviewed material. In addition to the SMEs and domain students a lecturer and graduate student, both in the subject discipline area, were used to review Web-based lectures on Advanced Computer Architectures. Both additional reviewers had sufficient knowledge of the discipline. The research investigates three main hypotheses: I) whether a review conducted by domain reviewers (SME and domain student) or discipline reviewers improves the quality of material, 2) whether using discipline reviewers improves the quality of the material more than domain reviewers and 3) whether there are differences in the quality of the material resulting from students' and lecturers' review. Five versions of the material were developed and used as inputs to an experiment that was designed to test the hypotheses by using questionnaires and tests. In summary, the findings of the research were that: SME reviewer and discipline reviewers were effective in producing higher quality than the unreviewed material. However, rather interestingly, the domain student was shown to be the least effective in enhancing the material. The investigation also found that there was no significant difference in the quality of the material resulting from students' and lecturers' review. Furthermore, it was found that the media used to present the material was more useful when the quality of that media was perceived to be high. Finally 90% of the subjects were willing to study Web-based lectures as part of the course.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / As avaliaÃÃes externas em larga escala tÃm, dentre seus muitos objetivos, o de acompanhar a qualidade da educaÃÃo por meio dos resultados sobre o desempenho dos alunos submetidos aos testes. Na mesma perspectiva, o Programa AlfabetizaÃÃo na Idade Certa (PAIC) desenvolve, no Estado do CearÃ, uma avaliaÃÃo da leitura em larga escala, externa à escola e censitÃria, aplicada anualmente aos alunos da rede pÃblica ao final do 2 ano do Ensino Fundamental. No entanto, essas avaliaÃÃes sÃo pontuais e seus resultados, por vezes, demoram a chegar à mÃo dos professores. Para minimizar esse problema, a Secretaria Municipal da EducaÃÃo (SME) de Fortaleza propÃe avaliaÃÃes sistemÃticas da leitura, aplicadas pelos professores, para acompanhar a evoluÃÃo das crianÃas. Entretanto, esses instrumentais carecem de uma fundamentaÃÃo teÃrica, de orientaÃÃes sobre a aplicaÃÃo e sobre a interpretaÃÃo dos resultados para que sejam considerados verdadeiramente eficazes. Desse modo, este estudo intencionou analisar os instrumentais de avaliaÃÃo sistemÃtica da leitura aplicados pela SME aos alunos do 2 ano do Ensino Fundamental da rede pÃblica de Fortaleza e, na sequÃncia, propÃs um protocolo de aplicaÃÃo e de interpretaÃÃo dos resultados. Esse material foi submetido a teste pelos professores e, em seguida, analisados os seus resultados, o que contribuiu para a elaboraÃÃo do produto final. O percurso metodolÃgico envolveu os passos da pesquisa bibliogrÃfica e documental, bem como da pesquisa de campo. Foi aplicada uma entrevista com 3 professoras lotadas em turmas do 2 ano de escolas da rede municipal de Fortaleza, que se configurou na primeira etapa da pesquisa. A segunda etapa foi a elaboraÃÃo do novo protocolo de avaliaÃÃo da competÃncia leitora, o qual foi efetivado mediante a anÃlise dos dados oriundos da etapa 1 e da busca bibliogrÃfica e documental. As tÃcnicas de recolha de dados na terceira etapa, compreendida pelo prÃ-teste e pÃs-teste do protocolo desenvolvido, foram constituÃdas pela observaÃÃo e pela entrevista semiestruturada aplicada a uma amostra espontÃnea de 1 professora do 2 ano. Os resultados da pesquisa confirmaram a hipÃtese de trabalho: a definiÃÃo conceitual do desenvolvimento da leitura e a orientaÃÃo para compreender os resultados norteiam a aÃÃo do professor para melhor observar os processos de aprendizagem dos alunos. Conclui-se que a avaliaÃÃo da competÃncia leitora das crianÃas do 2 ano ainda à um campo que apresenta muitos desafios, tanto para a esfera micro (Escola), quanto para a macro (Secretaria), tendo em vista a complexidade do objeto avaliado (competÃncia leitora) e as limitaÃÃes dos instrumentais. Espera-se que o referido trabalho possa ser uma alternativa de avaliaÃÃo da competÃncia leitora, para que os professores se sintam mais seguros em identificar as dificuldades e potencialidades dos alunos. / The large scale outside evaluation has, among its many goals, the goal to track the quality of education through results of students submitted to testing. On the same perspective, the Alphabetization on the Right Age (PAIC) develops outside of school, on the state of CearÃ, a large scale evaluation of reading skills, applied annually to students from the Public System at the end of 2nd grade of Elementary School. However, those evaluations are punctual and its results, sometimes, take a long time to get to the teachers. To minimize this problem, the Municipal Department of Education (SME) proposes systematic reading skills evaluations, applied by the teachers, to monitor the studentsâ learning development. Those tools, however, lack of theoretical foundations, of guidance on how to apply them and on how to interpret results to be considered truly effective. On that context, this study aimed to analyze the tools of systematic evaluation of reading skills applied by SME to students of the 2nd grade of Elementary School from the Public Education System of Fortaleza and, following that, it proposed an application and result interpretation protocol. This material was submitted to testing by the teachers and then, its results were analyzed which contributed to the making of the final product. The methodological path of this research involved bibliographical and documental research as well as field research. An interview was applied to 3 teachers from the 2nd grade of schools of the Public Education System in Fortaleza as the first step of this study. The second step was the construction of the new reading skills evaluation protocol, which was made from the analysis of the data collected during the first step and the bibliographical and documental research. The techniques of data collection on the third step, comprehended by the pre and post-test of the developed protocol were constituted by observation and by the semi-structured interview applied to a spontaneous sample of 1 teacher from the 2nd grade. The results of this research confirmed the hypothesis: The conceptual definition of the development of the skill of reading and the guidance to comprehend the results establish a north to teachersâ actions so they can better follow their studentsâ learning progress. It can be concluded that the evaluation of the reading skills on kids in the 2nd grade still faces many challenges both on a micro-environment (school) and on a macro-environment (Municipal Department of Education), regarding the complexity of the evaluated object (reading skills) and the toolsâ limitations. This thesis hopes that this work can be an alternative to the evaluation of the reading skills, so the teachers feel sure when evaluating the difficulties and potentialities of their students.

Made available in DSpace on 2016-03-15T19:43:10Z (GMT). No. of bitstreams: 1 Joana Alves Brito de Azambuja.pdf: 516549 bytes, checksum: a1144455353bb1d3c7d96237b03e63ad (MD5) Previous issue date: 2007-12-04 / Fundo Mackenzie de Pesquisa / The new Information and Communication Technologies establish a new socialcultural paradigm, through its radical influence on the society. This fact has modified significantly the educational environment, mainly, for keeping in xeque the learning conceptions and the new paper of its actors. In this direction, the virtual learning environments start to be an interaction and collaborative place, where the knowledge construction is possible. The emergent On-line Education demands a new pedagogical concept that attends to the necessities of students and professors who act in this educational modality. It s necessary to point out the pedagogical function of the communication interactive tools ( diário de bordo , fórum of discussion, chat, portfólio e e-mail) and describe how it can propitiate the learning process, just measure the new meanings social construction by student s orientation, in a formative evaluation proposal. It s essential, therefore, to reflect on the quality and the effectiveness of learning, through put in doubt this new activity field, and think about On-line Education as an educational modality really worried about to the pedagogical of the virtual world . / As novas tecnologias da informação e comunicação, por sua influência radical em diferentes dimensões da sociedade, estabelecem um novo paradigma sociocultural . Esse fato tem alterado significativamente as práticas educativas, principalmente por colocar em xeque as concepções de aprendizagem e o novo papel dos sujeitos envolvidos nesse processo. Os ambientes virtuais de aprendizagem (AVA) surgem, então, como realidade emergente no novo contexto da Educação On-Line, enquanto espaço de interação e de construção coletiva do conhecimento. Entende-se também que esse novo cenário educacional passa a demandar uma discussão crítica sobre conceitos e práticas pedagógicas que possam responder às necessidades de alunos e professores que atuam nessa modalidade de ensino. Nesse sentido, o objetivo aqui é situar a função pedagógica das ferramentas interativas de comunicação presentes nos AVA (diário de bordo, Chat, fórum de discussão, portfólio e correio eletrônico) e descrever de que forma elas podem favorecer o acompanhamento e a orientação dos alunos na construção social de novos significados a partir de uma proposta de avaliação formativa. Trata-se, portanto, de refletir sobre a qualidade e a eficácia da aprendizagem através da problematização desse novo campo de ação, para que se possa pensar na Educação On-Line como uma modalidade educativa realmente preocupada com o pedagógico do mundo virtual . Esse fato tem alterado significativamente as práticas educativas, principalmente por colocar em xeque as concepções de aprendizagem e o novo papel dos sujeitos envolvidos nesse processo. Os ambientes virtuais de aprendizagem (AVA) surgem, então, como realidade emergente no novo contexto da Educação On-Line, enquanto espaço de interação e de construção coletiva do conhecimento. Entende-se também que esse novo cenário educacional passa a demandar uma discussão crítica sobre conceitos e práticas pedagógicas que possam responder às necessidades de alunos e professores que atuam nessa modalidade de ensino. Nesse sentido, o objetivo aqui é situar a função pedagógica das ferramentas interativas de comunicação presentes nos AVA (diário de bordo, Chat, fórum de discussão, portfólio e correio eletrônico) e descrever de que forma elas podem favorecer o acompanhamento e a orientação dos alunos na construção social de novos significados a partir de uma proposta de avaliação formativa. Trata-se, portanto, de refletir sobre a qualidade e a eficácia da aprendizagem através da problematização desse novo campo de ação, para que se possa pensar na Educação On-Line como uma modalidade educativa realmente preocupada com o pedagógico do mundo virtual .

This study presents a formative evaluation of an afterschool program that combined youth development and school garden curricula. This program used a novel approach to teach elementary school children about fruits and vegetables and to engage them in advocacy for the physical activity and nutrition environments in their community. The youth development curriculum included sessions on team building, community pride, healthy eating and physical activity, and advocacy. Photovoice was used as a method to allow participants to assess their community and communicate findings with leaders. Participants selected community leaders to invite to their school and shared their findings via a presentation of the photographs and a plan for action. The school garden curriculum included lessons on plant parts, plant nutrients, site evaluation, and pollination. Participants planted and harvested vegetables in a raised bed constructed at their school. Formative evaluation was conducted through the use of an evaluation form to collect information about each session. Evaluations were examined to provide recommendations to strengthen future program design and implementation. Themes of the evaluation were: successful methods for engaging youth, issues within the social environment, and implications for program management. Successful methods for engaging youth included creative activities, working in pairs, and experiential activities. Issues in the social environment were behavioral problems, shyness, gender groups, and competition. Areas of concern for program management included recruitment, attendance, volunteer training, team building activities, and survey administration.

Tuberculosis (TB) is a major public health problem in many low- and middle-income countries, including Indonesia. To accelerate TB case detection, and to improve the quality of diagnosis and treatment provided by all providers, the Public-Private Mix for implementing Directly Observed Treatment Short-course (PPM DOTS) was introduced in 2000. However, previous studies on PPM DOTS have focused on private practitioners and there has been a scarcity of research on PPM DOTS in the hospital setting. This dissertation aims to capture the potential of the PPM DOTS strategy, and identify the barriers to its implementation in hospitals in Indonesia. This dissertation is based on four separate but interrelated studies: 1. A costeffectiveness analysis, comparing incremental cost per additional number of TB cases successfully treated under three strategies of PPM DOTS in four provinces. 2. An evaluation of the access to TB services by a cross-sectional study among 62 hospitals, by estimating the proportion of TB cases receiving standardised diagnosis and treatment according to the DOTS strategy. The data were analysed using poststratification analysis. 3. The quality aspect was explored in a multiple-case study, including eight selected hospitals. The data were analysed using cross-case analysis. 4. The process of partnership was explored through a qualitative study. In-depth interviews were conducted with 33 informants, who were actors involved in PPM DOTS in hospitals in Yogyakarta province. Content analysis was applied to the qualitative data. PPM DOTS in hospitals was shown to be a cost-effective intervention in this particular context. However, the quality of the implementation was commonly suboptimal. In addition, a substantial number of TB cases did not get standardised diagnosis and treatment as per the DOTS strategy. The process of creating partnership among hospitals and National TB Programme was shown to be complex and dynamic. Process factors, such as commitment to collaboration and interaction and trust among the actors, were shown to be important. The rapid scaling-up of PPM DOTS in hospitals at the national level in Indonesia should be revisited. Indeed, considering the importance of hospitals in TB control, the implementation should be continued and expanded. However, more attention needs to be given to process, context and governance.