Century Jeanne, Cassata Amy, Rudnick Mollie, Freeman Cassie
Center for Elementary Mathematics and Science Education (CEMSE), University of Chicago, 1225 E. 60th Street, Chicago, IL 60637, USA.
J Behav Health Serv Res. 2012 Oct;39(4):343-61. doi: 10.1007/s11414-012-9287-x.
This article describes research that focuses on the concern that researchers are unable to fully realize the potential value of their collective efforts because they do not have shared conceptual or operational tools for communicating assumptions, ideas, research strategies, or findings with others outside, or even within their disciplines. This research, through the lens of measuring implementation of educational programs, has taken steps toward bringing researchers' varied pictures of understanding into a coherent landscape. This article describes a conceptual framework for describing aspects of implementation, a conceptual framework for describing the factors that affect implementation, and tools for measuring each. It describes the challenges addressed in the development of these approaches, and the application of these approaches to current studies in education and other fields in the social sciences. In doing so, it demonstrates that meaningful communication between researchers and accumulation of knowledge across fields is possible, and necessary.
研究人员无法充分实现其集体努力的潜在价值，因为他们没有用于与学科外部甚至学科内部的其他人交流假设、想法、研究策略或研究结果的共享概念工具或操作工具。这项研究通过衡量教育项目实施情况的视角，已采取措施将研究人员不同的理解图景整合为一个连贯的整体。本文描述了一个用于描述实施方面的概念框架、一个用于描述影响实施的因素的概念框架以及用于衡量每一方面的工具。它阐述了在开发这些方法过程中所面临的挑战，以及这些方法在当前教育研究和社会科学其他领域的应用。通过这样做，它表明研究人员之间有意义的交流以及跨领域知识积累是可能的，也是必要的。
