Bridging the qualitative–quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme

Makrakis, Vassilios; Kostoulas‐Makrakis, Nelly

doi:10.1016/j.evalprogplan.2015.07.008

Cited by 43 publications

(34 citation statements)

References 13 publications

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“…Previous studies show ESD based on a perspective comprehending a modification of the educational paradigm of the teaching and learning process [1,8], based on a shift from classical education frameworks, to other models fostering not only knowledge transmission, but also value creation and development [5]. This educational re-orientation enhance the achievement of SD competences by the students since the learning process turns into an interdisciplinary, trans-disciplinary, problem based, and self-regulated process [5].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

2018

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Abstract:The purpose of this study is to analyse co-creation approach as a strategy at HE as a prerequisite for a successful implementation of sustainable development (HESD), while considering student collaboration in university processes. A questionnaire was handed in to 395 undergraduate environmental students from twelve Ecuadorian universities to test a structural equation model that included four variables-participation, co-creation, satisfaction, and trust. It is worth noting that these topics are increasingly relevant in competitive and innovative universities when promoting management in HESD. The results verify that student participation, as one of the key ESD skills, has a significant and positive influence on co-creation as a generator of student satisfaction and trust, especially in this context. Co-creation, from a higher education perspective, from the premise that students are the centre of the learning process, reinforces the education quality principles in an innovative way, and promotes the HESD perspectives.

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Section: Introductionmentioning

confidence: 99%

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

2018

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Section: Program Evaluation Methodsmentioning

confidence: 99%

“…Observation also enables identification of the dimensions of the behavioral setting that may constrain healthy behavior and/or create risk disadvantage. Though examples of ethnographic approaches to program evaluation are sparse in the program evaluation literature, ethnographic observation complements other qualitative approaches to program evaluation; enriches mixed-method approaches; and like "process evaluation," helps bridge the qualitative-quantitative divide in program evaluation by emphasizing lived context, everyday life processes, and meaningmaking (Harrits, 2011;Makrakis & Kostoulas-Makrakis, 2015;Saunders, Evans, & Joshi, 2005). This research is guided by an interest in uncovering the meanings and motivations that guide behavior and analyzing how these meanings are created, shared, and evaluated by participants themselves-taking into account multiple contexts of action and interaction including group, neighborhood, and community.…”

Section: Program Evaluation Methodsmentioning

confidence: 99%

Alternate Food Markets, NGOs, and Health Policy: Improving Food Access and Food Security, Trust Bonds, and Social Network Ties

Best¹,

Johnson²

2016

World Medical &Amp; Health Policy

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Limited access to healthy foods in low‐income areas is well documented as part of “the new hunger” in the United States. Characterized by easy access to nutrient‐poor processed food and blocked access to foods that secure dietary health and sustain well‐being, “the new hunger” has been linked in public health and social science literature to obesogenic environments, defined as both food and built environments that promote obesity. The paper examines how non‐governmental organizations work within distinct policy ecologies to improve food access and food security and promote community health, focusing on one high‐impact Mobile Farmers’ Market Program that was successful in building community infrastructure to promote dietary health and improve food security at the community level through improved food access. We offer this case study of a NGO–community collaboration to better understand the role of formal and informal social networks between NGO actors and different community stakeholders, including market customers, in communicating and realizing city policy goals and positive program interventions in support of community health.

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“…Therefore, the emancipatory interest focuses on "the ability of individuals and groups to take control of their own lives in autonomous and responsible ways" [22]. Grundy [22] and Makrakis and Kostoulas-Makrakis [23] continue that the emancipatory curriculum constitutes a continuous mutual relationship between self-reflection and action, including the facilitator as well as the learners (practical activity). Planning, acting and evaluating a curriculum thus become active processes of integration [22].…”

Section: Curriculum As Praxismentioning

confidence: 99%

A Theoretical Perspective on the Requirements of the 21st Century for Teachers’ Curriculum as Praxis

Verster¹,

Mentz²,

Toit-Brits³

2018

LICEJ

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The focus of this article is to discuss the requirements of the 21st century for teachers' curriculum as praxis. It is evident from the literature that the 21st century is quite different from the previous centuries, in that learners have to be prepared for ongoing, unpredictable and rapid changes that also influence the knowledge that are relevant for the 21st century. The ongoing dynamics influencing education also implicate the curriculum and the requirements for teachers regarding the ways in which they could be teaching to prepare learners for the 21st century. Educational and curriculum changes are philosophically underpinned, leading to changes in the requirements of the 21st century for teachers' curriculum as praxis. In this article, we argue that if teachers could adapt their curriculum practices to become more praxis-oriented, this would assist them in utilizing the requirements of the 21st century effectively for their curriculum as praxis.

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Bridging the qualitative–quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme

Cited by 43 publications

References 13 publications

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

Alternate Food Markets, NGOs, and Health Policy: Improving Food Access and Food Security, Trust Bonds, and Social Network Ties

A Theoretical Perspective on the Requirements of the 21st Century for Teachers’ Curriculum as Praxis

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