Education is a human right, and among the indicators of human development, education is indisputa... more Education is a human right, and among the indicators of human development, education is indisputably one of the most important ones for its impact both on individuals’ lives as well as on communities and countries at large. Despite its evident importance, it cannot be taken for granted that everyone has access to (high quality) education. Equality and equity in access to education is a priority policy issue not only in developing countries but also in developed countries. In this era of knowledge based economy, the extent to which countries are able to provide high quality education (however it may be defined) to all members of their society is a significant predictor of economic growth and socioeconomic development. Within this context, identifying the disadvantaged groups within the student population and finding ways to mitigate the negative effects of these disadvantages while at the same time targeting the students with special support needs are crucial policy objectives. The o...
This study examined relationships between the after?school literacy activities and test performan... more This study examined relationships between the after?school literacy activities and test performance of students who passed and students who failed the 2003 administration of the Ontario Secondary School Literacy Test. It included both students who have been in the Canadian school system for most of their school lives and mostly use English as a first language (L1), and students who have recently entered the Canadian school system and use English as a second language (L2). This study demonstrates the relatively small yet complex relationship between the test performance of these different groups of students on this literacy test and their after-school reading and writing activities.
In the larger context of migration, the education and integration of immigrant children within Ca... more In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K–12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, w...
Immigrant and refugee students consistently demonstrate a performance disadvantage when one consi... more Immigrant and refugee students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant students. This paper examines the double- and triple-disadvantages that characterise immigrant and refugee student groups. To highlight the different levels of adversity they face, not only to socioeconomic background characteristics but also migration trajectory related factors are mentioned. Next, the paper synthesises trends from policies and practices associated with more favourable student outcomes. Concrete examples are discussed from the cases of Canada, New Zealand and the European Union. Finally, implications for policymakers, educational leaders, and schools are discussed. The paper concludes with a critical view on simply policy borrowing and calls for contextually and culturally responsive adaptation of promising policies and the implementation of new policies that effectively engage communities and enhance the skills of educators.
Immigrant students consistently demonstrate a performance disadvantage when one considers their a... more Immigrant students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant peers. These disadvantages vary across international jurisdictions, suggesting that education system level policies or programs may help to ameliorate or worsen these differences. Our work provides a synthesis of trends from education policies and programs that appear to be associated with more favourable immigrant student achievement outcomes, highlighting three international jurisdictions: Canada, New Zealand, and England. This comparative analysis identifies key features of these education systems that have been associated with the success of their immigrant students. We conclude with a critical view on simple policy borrowing and call for contextually responsive adaptation of promising policies and programs within distinct education systems.
Given the recent movement toward standards-based education there is a heightened need for teacher... more Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in pre-service teacher education programmes. Further, there is generally a lack of research guiding the development of effective assessment curricula for initial teacher learning in this area. This study presents one institution's response to developing an assessment curriculum for approximately 700 preservice candidates. The paper traces the curriculum development process from its initial research to its third year implementation. Specific attention is given to shifts in content and pedagogy over this three year period as informed by findings from ongoing course evaluations as well as identification of the challenge facing assessment educators.
The Canadian Journal for the Scholarship of Teaching and Learning
Time-honoured university policies, such as the credit-hour and academic freedom, present challeng... more Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used...
The paper investigated four Chinese graduate students’ perceptions of the challenges they face an... more The paper investigated four Chinese graduate students’ perceptions of the challenges they face and the coping strategies they use in their English academic learning at two North American universities. They reported experiencing the following seven major challenges in their academic learning: 1) financial difficulties; 2) problems in using English for academic purposes; 3) frustrations in becoming a permanent resident; 4) difficulty in adapting to the classroom learning environment; 5) lack of critical thinking skills; 6) acculturation problems; and 7) loneliness and academic anxiety. For each of the seven challenges they have developed corresponding coping strategies. Cet article examine la perception des défis auxquels devaient faire face quatre étudiants chinois et les stratégies qu’ils employaient pour survivre dans le milieu d’apprentissage académique anglais de deux universités en Amérique du nord. Ils ont éprouvé, disaient-ils dans leurs récits, les sept défis importants suiva...
To derive a contemporary series of composite indicators of adolescent risk-taking, inspired by th... more To derive a contemporary series of composite indicators of adolescent risk-taking, inspired by the US CDC Framework and Problem Behaviour Theory. Factor analyses were performed on 28-risk behaviours in a nationally representative sample of 30,096 Grades 6-10 students from the 2014 Canadian Health Behaviour in School-aged Children study. Three composite indicators emerged from our analysis: (1) Overt Risk-Taking (i.e., substance use, caffeinated energy drink consumption, fighting, and risky sexual behaviour), (2) Aversion to a Healthy Lifestyle (i.e., physical inactivity and low fruit and vegetable consumption), and (3) Screen Time Syndrome (i.e., abnormally high screen time use combined with unhealthy snacking). These three composite indicators of risk-taking were observed consistently with strong psychometric properties across different grade groups (6-8, 9-10). The three composite indicators of adolescent risk-taking each draw from multiple domains within the CDC framework, and su...
Background: In Canada, contemporary collaborative professional learning models for educators util... more Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence, and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within professional learning is increasingly facilitated by 'middle leaders'-school district level educators who support system change through sustained school-and classroom-embedded professional development with teachers. Purpose: This study investigated the role of the middle leader in supporting teachers' use of research-and classroom-based evidence within the context of collaborative professional learning. It was guided by the following research questions: (a) What is the capacity of middle leaders to use research-and classroom-based evidence within professional learning contexts? (b) What challenges do middle leaders encounter in using research-and classroom-based evidence within professional learning contexts? and (c) How do middle leaders develop their capacity for evidence-use within professional learning contexts? Program Description: The context for this study was a three-year networked professional learning project that included nine school districts in Ontario, Canada. An evidence-based collaborative inquiry approach was used to explore the common goal of improving mathematics teaching and learning across the nine districts. Participants: A purposeful sample of 30 middle leaders (i.e., system facilitators) and 54 teachers (36 Primary/Junior school teachers [student ages 4-11] and 18 Intermediate/Senior school teachers [student ages 12-18]) across the nine school districts was selected based on these educators' high degree of engagement in the project and willingness to participate in data collection. System facilitators were relative experts in mathematics instruction and provided differentiated and embedded support in mathematics pedagogy to school inquiry teams (i.e., school administrators and selected teachers), responsive to their local needs and goals. Design and Methods: A qualitative approach was used, comprising focus groups conducted at the end of each project year with study participants. Data collection yielded 27 system facilitator focus groups (nine per year) and 27 teacher focus groups (also nine per year), each transcribed verbatim. Findings: Standard thematic coding of focus group data was used to elucidate four emergent themes across system facilitators and teachers: (a) realising the need for data literacy in the construction of classroom evidence, (b) challenges to evidence-use, (c) support enabling evidence-use, and (d) changing attitudes about evidence. Overall, findings indicated that both middle leaders and teachers required data literacy to use, successfully, classroom evidence within a collaborative inquiry. Although middle leaders encountered challenges to facilitating teachers' classroom evidence-use in collaborative inquiry, they developed their own data literacy through regular cross-district middle leader learning sessions and targeted support from pedagogical and research experts. While both middle leaders and teachers shifted their attitudes and practices with respect to classroom evidence-use within the project, this finding did not extend to their critical interrogation of research evidence sources (i.e., research literacy). Conclusions: Middle leaders play a central role in promoting evidence-use within networked collaborative professional learning. Diverse strategies are needed to support middle leaders' use of both research-and classroom-based evidence throughout collaborative inquiry cycles, to inform and monitor classroom, school, district, and regional impacts. While increased data literacy may enhance educators' use of classroom evidence, it may not directly impact their uptake of research to inform their collaborative inquiries.
What is the encouraging news? Physical activity shows an increase from 2002 to 2006. Frequent con... more What is the encouraging news? Physical activity shows an increase from 2002 to 2006. Frequent consumption of sweets (i.e., candy or chocolate) and non-diet soft drinks is down compared to 2002. Daily smoking shows a downward trend for both genders since 2002. Reports of drinking beer at least once a week by girls and boys in Grades 6 and 8 have declined over the five Canadian HBSC survey years. Getting "really drunk" twice or more shows a slight decline from 2002 to 2006. Reports of trying cannabis show a significant drop for boys in 2006. Overall results from 2006 show that just under two-fifths of boys and girls report ever having tried the drug. Use of cannabis on a monthly basis among students in Grades 9 and 10 in the HBSC sample is quite low. Condom use during their last sexual intercourse is reported by four-fifths of sexually active boys in Grades 9 and 10. Prevalence of sexual harassment has declined since 2002. Why is context important to young people's health? The home setting • Students with low parent trust and communication are significantly more likely to report getting drunk more than twice. Young people living with both parents are less likely to be involved with bullying.
Academic medicine : journal of the Association of American Medical Colleges, Jan 30, 2017
The shift toward broader, programmatic assessment has revolutionized the approaches that many tak... more The shift toward broader, programmatic assessment has revolutionized the approaches that many take in assessing medical competence. To understand the association between quantitative and qualitative evaluations, the authors explored the relationships that exist among assessors' checklist scores, task ratings, global ratings, and written comments. The authors collected and analyzed, using regression analyses, data from the McMaster Modular Assessment Program. The data were from emergency medicine residents in their first or second year of postgraduate training from 2012 through 2014. Additionally, using content analysis, the authors analyzed narrative comments corresponding to the "done" and "done, but needs attention" checklist score options. The regression analyses revealed that the task ratings, provided by faculty assessors, are associated with the use of the "done, but needs attention" checklist score option. Analyses also identified that the &q...
Background: Evaluation is a fundamental component in building quality primary care and is ideally... more Background: Evaluation is a fundamental component in building quality primary care and is ideally situated to support individual, team and organizational learning by offering an accessible form of participatory inquiry. The evaluation literature has begun to recognize the unique features of KT evaluations and has described attributes to consider when evaluating KT activities. While both disciplines have focused on the evaluation of KT activities neither has explored the role of evaluation in KT. The purpose of the paper is to examine how participation in program evaluation can support KT in a primary care setting. Methods: A mixed methods case study design was used, where evaluation was conceptualized as a change process and intervention. A Memory Clinic at an interprofessional primary care clinic was the setting in which the study was conducted. An evaluation framework, Pathways of Influence provided the theoretical foundation to understand how program evaluation can facilitate the translation of knowledge at the level of the individual, inter-personal (Memory Clinic team) and the organization. Data collection included questionnaires, interviews, evaluation log and document analysis. Questionnaires and interviews were administered both before and after the evaluation: Pattern matching was used to analyze the data based on predetermined propositions. Results: Individuals gained program knowledge that resulted in changes to both individual and program practices. One of the key themes was the importance clinicians placed on local, program based knowledge. The evaluation had less influence on the broader health organization. Conclusions: Program evaluation facilitated individual, team and organizational learning. The use of evaluation to support KT is ideally suited to a primary care setting by offering relevant and applicable knowledge to primary care team members while being sensitive to local context.
Education is a human right, and among the indicators of human development, education is indisputa... more Education is a human right, and among the indicators of human development, education is indisputably one of the most important ones for its impact both on individuals’ lives as well as on communities and countries at large. Despite its evident importance, it cannot be taken for granted that everyone has access to (high quality) education. Equality and equity in access to education is a priority policy issue not only in developing countries but also in developed countries. In this era of knowledge based economy, the extent to which countries are able to provide high quality education (however it may be defined) to all members of their society is a significant predictor of economic growth and socioeconomic development. Within this context, identifying the disadvantaged groups within the student population and finding ways to mitigate the negative effects of these disadvantages while at the same time targeting the students with special support needs are crucial policy objectives. The o...
This study examined relationships between the after?school literacy activities and test performan... more This study examined relationships between the after?school literacy activities and test performance of students who passed and students who failed the 2003 administration of the Ontario Secondary School Literacy Test. It included both students who have been in the Canadian school system for most of their school lives and mostly use English as a first language (L1), and students who have recently entered the Canadian school system and use English as a second language (L2). This study demonstrates the relatively small yet complex relationship between the test performance of these different groups of students on this literacy test and their after-school reading and writing activities.
In the larger context of migration, the education and integration of immigrant children within Ca... more In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K–12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, w...
Immigrant and refugee students consistently demonstrate a performance disadvantage when one consi... more Immigrant and refugee students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant students. This paper examines the double- and triple-disadvantages that characterise immigrant and refugee student groups. To highlight the different levels of adversity they face, not only to socioeconomic background characteristics but also migration trajectory related factors are mentioned. Next, the paper synthesises trends from policies and practices associated with more favourable student outcomes. Concrete examples are discussed from the cases of Canada, New Zealand and the European Union. Finally, implications for policymakers, educational leaders, and schools are discussed. The paper concludes with a critical view on simply policy borrowing and calls for contextually and culturally responsive adaptation of promising policies and the implementation of new policies that effectively engage communities and enhance the skills of educators.
Immigrant students consistently demonstrate a performance disadvantage when one considers their a... more Immigrant students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant peers. These disadvantages vary across international jurisdictions, suggesting that education system level policies or programs may help to ameliorate or worsen these differences. Our work provides a synthesis of trends from education policies and programs that appear to be associated with more favourable immigrant student achievement outcomes, highlighting three international jurisdictions: Canada, New Zealand, and England. This comparative analysis identifies key features of these education systems that have been associated with the success of their immigrant students. We conclude with a critical view on simple policy borrowing and call for contextually responsive adaptation of promising policies and programs within distinct education systems.
Given the recent movement toward standards-based education there is a heightened need for teacher... more Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in pre-service teacher education programmes. Further, there is generally a lack of research guiding the development of effective assessment curricula for initial teacher learning in this area. This study presents one institution's response to developing an assessment curriculum for approximately 700 preservice candidates. The paper traces the curriculum development process from its initial research to its third year implementation. Specific attention is given to shifts in content and pedagogy over this three year period as informed by findings from ongoing course evaluations as well as identification of the challenge facing assessment educators.
The Canadian Journal for the Scholarship of Teaching and Learning
Time-honoured university policies, such as the credit-hour and academic freedom, present challeng... more Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used...
The paper investigated four Chinese graduate students’ perceptions of the challenges they face an... more The paper investigated four Chinese graduate students’ perceptions of the challenges they face and the coping strategies they use in their English academic learning at two North American universities. They reported experiencing the following seven major challenges in their academic learning: 1) financial difficulties; 2) problems in using English for academic purposes; 3) frustrations in becoming a permanent resident; 4) difficulty in adapting to the classroom learning environment; 5) lack of critical thinking skills; 6) acculturation problems; and 7) loneliness and academic anxiety. For each of the seven challenges they have developed corresponding coping strategies. Cet article examine la perception des défis auxquels devaient faire face quatre étudiants chinois et les stratégies qu’ils employaient pour survivre dans le milieu d’apprentissage académique anglais de deux universités en Amérique du nord. Ils ont éprouvé, disaient-ils dans leurs récits, les sept défis importants suiva...
To derive a contemporary series of composite indicators of adolescent risk-taking, inspired by th... more To derive a contemporary series of composite indicators of adolescent risk-taking, inspired by the US CDC Framework and Problem Behaviour Theory. Factor analyses were performed on 28-risk behaviours in a nationally representative sample of 30,096 Grades 6-10 students from the 2014 Canadian Health Behaviour in School-aged Children study. Three composite indicators emerged from our analysis: (1) Overt Risk-Taking (i.e., substance use, caffeinated energy drink consumption, fighting, and risky sexual behaviour), (2) Aversion to a Healthy Lifestyle (i.e., physical inactivity and low fruit and vegetable consumption), and (3) Screen Time Syndrome (i.e., abnormally high screen time use combined with unhealthy snacking). These three composite indicators of risk-taking were observed consistently with strong psychometric properties across different grade groups (6-8, 9-10). The three composite indicators of adolescent risk-taking each draw from multiple domains within the CDC framework, and su...
Background: In Canada, contemporary collaborative professional learning models for educators util... more Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence, and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within professional learning is increasingly facilitated by 'middle leaders'-school district level educators who support system change through sustained school-and classroom-embedded professional development with teachers. Purpose: This study investigated the role of the middle leader in supporting teachers' use of research-and classroom-based evidence within the context of collaborative professional learning. It was guided by the following research questions: (a) What is the capacity of middle leaders to use research-and classroom-based evidence within professional learning contexts? (b) What challenges do middle leaders encounter in using research-and classroom-based evidence within professional learning contexts? and (c) How do middle leaders develop their capacity for evidence-use within professional learning contexts? Program Description: The context for this study was a three-year networked professional learning project that included nine school districts in Ontario, Canada. An evidence-based collaborative inquiry approach was used to explore the common goal of improving mathematics teaching and learning across the nine districts. Participants: A purposeful sample of 30 middle leaders (i.e., system facilitators) and 54 teachers (36 Primary/Junior school teachers [student ages 4-11] and 18 Intermediate/Senior school teachers [student ages 12-18]) across the nine school districts was selected based on these educators' high degree of engagement in the project and willingness to participate in data collection. System facilitators were relative experts in mathematics instruction and provided differentiated and embedded support in mathematics pedagogy to school inquiry teams (i.e., school administrators and selected teachers), responsive to their local needs and goals. Design and Methods: A qualitative approach was used, comprising focus groups conducted at the end of each project year with study participants. Data collection yielded 27 system facilitator focus groups (nine per year) and 27 teacher focus groups (also nine per year), each transcribed verbatim. Findings: Standard thematic coding of focus group data was used to elucidate four emergent themes across system facilitators and teachers: (a) realising the need for data literacy in the construction of classroom evidence, (b) challenges to evidence-use, (c) support enabling evidence-use, and (d) changing attitudes about evidence. Overall, findings indicated that both middle leaders and teachers required data literacy to use, successfully, classroom evidence within a collaborative inquiry. Although middle leaders encountered challenges to facilitating teachers' classroom evidence-use in collaborative inquiry, they developed their own data literacy through regular cross-district middle leader learning sessions and targeted support from pedagogical and research experts. While both middle leaders and teachers shifted their attitudes and practices with respect to classroom evidence-use within the project, this finding did not extend to their critical interrogation of research evidence sources (i.e., research literacy). Conclusions: Middle leaders play a central role in promoting evidence-use within networked collaborative professional learning. Diverse strategies are needed to support middle leaders' use of both research-and classroom-based evidence throughout collaborative inquiry cycles, to inform and monitor classroom, school, district, and regional impacts. While increased data literacy may enhance educators' use of classroom evidence, it may not directly impact their uptake of research to inform their collaborative inquiries.
What is the encouraging news? Physical activity shows an increase from 2002 to 2006. Frequent con... more What is the encouraging news? Physical activity shows an increase from 2002 to 2006. Frequent consumption of sweets (i.e., candy or chocolate) and non-diet soft drinks is down compared to 2002. Daily smoking shows a downward trend for both genders since 2002. Reports of drinking beer at least once a week by girls and boys in Grades 6 and 8 have declined over the five Canadian HBSC survey years. Getting "really drunk" twice or more shows a slight decline from 2002 to 2006. Reports of trying cannabis show a significant drop for boys in 2006. Overall results from 2006 show that just under two-fifths of boys and girls report ever having tried the drug. Use of cannabis on a monthly basis among students in Grades 9 and 10 in the HBSC sample is quite low. Condom use during their last sexual intercourse is reported by four-fifths of sexually active boys in Grades 9 and 10. Prevalence of sexual harassment has declined since 2002. Why is context important to young people's health? The home setting • Students with low parent trust and communication are significantly more likely to report getting drunk more than twice. Young people living with both parents are less likely to be involved with bullying.
Academic medicine : journal of the Association of American Medical Colleges, Jan 30, 2017
The shift toward broader, programmatic assessment has revolutionized the approaches that many tak... more The shift toward broader, programmatic assessment has revolutionized the approaches that many take in assessing medical competence. To understand the association between quantitative and qualitative evaluations, the authors explored the relationships that exist among assessors' checklist scores, task ratings, global ratings, and written comments. The authors collected and analyzed, using regression analyses, data from the McMaster Modular Assessment Program. The data were from emergency medicine residents in their first or second year of postgraduate training from 2012 through 2014. Additionally, using content analysis, the authors analyzed narrative comments corresponding to the "done" and "done, but needs attention" checklist score options. The regression analyses revealed that the task ratings, provided by faculty assessors, are associated with the use of the "done, but needs attention" checklist score option. Analyses also identified that the &q...
Background: Evaluation is a fundamental component in building quality primary care and is ideally... more Background: Evaluation is a fundamental component in building quality primary care and is ideally situated to support individual, team and organizational learning by offering an accessible form of participatory inquiry. The evaluation literature has begun to recognize the unique features of KT evaluations and has described attributes to consider when evaluating KT activities. While both disciplines have focused on the evaluation of KT activities neither has explored the role of evaluation in KT. The purpose of the paper is to examine how participation in program evaluation can support KT in a primary care setting. Methods: A mixed methods case study design was used, where evaluation was conceptualized as a change process and intervention. A Memory Clinic at an interprofessional primary care clinic was the setting in which the study was conducted. An evaluation framework, Pathways of Influence provided the theoretical foundation to understand how program evaluation can facilitate the translation of knowledge at the level of the individual, inter-personal (Memory Clinic team) and the organization. Data collection included questionnaires, interviews, evaluation log and document analysis. Questionnaires and interviews were administered both before and after the evaluation: Pattern matching was used to analyze the data based on predetermined propositions. Results: Individuals gained program knowledge that resulted in changes to both individual and program practices. One of the key themes was the importance clinicians placed on local, program based knowledge. The evaluation had less influence on the broader health organization. Conclusions: Program evaluation facilitated individual, team and organizational learning. The use of evaluation to support KT is ideally suited to a primary care setting by offering relevant and applicable knowledge to primary care team members while being sensitive to local context.
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Papers by Don A. Klinger