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1. Lloyd, James Louis. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.

Degree: EdD, College of Education, 2008, Ashland University

Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to the professional development implications of value-added once a particular model has been chosen. This study illuminates and describes some of the professional development implications related to Ohio’s scale up of its educational value-added assessment system from the perspective of those responsible for teaching its implications to others at the local level – the District Value-Added Specialists. Six research questions were explored using a survey instrument that was developed by the researcher. The results were reviewed and discussed. The practical implications of instituting a value-added assessment model include using value-added data with other forms of data in order to improve instructional practices. Suggestions were provided specific to Ohio’s value-added scale-up and its impact on educators. Advisors/Committee Members: Shelly, Dr. Ann (Committee Co-Chair), Wilson, Dr. Harold (Committee Co-Chair).

Subjects/Keywords: Curricula; Education; Educational Evaluation; Teacher Education; value-added assessment; professional development; school improvement; train-the-trainers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lloyd, J. L. (2008). Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998

Chicago Manual of Style (16th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Doctoral Dissertation, Ashland University. Accessed April 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

MLA Handbook (7th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Web. 24 Apr 2019.

Vancouver:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Apr 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

Council of Science Editors:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998


Université de Montréal

2. Briand-Lamarche, Mélodie. Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants .

Degree: 2011, Université de Montréal

L’étude des pratiques de prévention en santé publique laisse voir que les innovations basées sur des données probantes ne sont pas toujours les plus utilisées (Ringwalt et al. 2002, Wandersman et Florin 2003). Dans la volonté de mettre de l’avant non seulement une innovation basée sur des données probantes, mais aussi une innovation réellement utile à la communauté que le Centre de liaison sur l’intervention et la prévention psychosociale (CLIPP) a mis sur pied en 2006 le programme de formation par agents multiplicateurs «Agir en milieu de garde» ayant pour principal objectif la prévention des mauvais traitements chez les jeunes enfants. La présente étude vise à décrire l’implantation de ce programme dans les services de garde en milieu familial du Québec et à examiner les processus qui ont influencé cette implantation. Les résultats exposent le niveau d’implantation sur deux plans : le dosage et la fidélité. L’étude des processus d’implantation permet de documenter l’influence sur le niveau d’implantation de quatre types de facteurs : individuels, organisationnels, communautaires et propres à l’innovation ainsi que l’influence des interactions entre ces différents facteurs. Advisors/Committee Members: Dagenais, Christian (advisor).

Subjects/Keywords: Agents multiplicateurs; Transfert de connaissances; Évaluation de programme; Fidélité de l'implantation; Train-the-trainers program; Knowledge transfer; Program evaluation; Implementation adherence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Briand-Lamarche, M. (2011). Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/4632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Briand-Lamarche, Mélodie. “Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants .” 2011. Thesis, Université de Montréal. Accessed April 24, 2019. http://hdl.handle.net/1866/4632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Briand-Lamarche, Mélodie. “Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants .” 2011. Web. 24 Apr 2019.

Vancouver:

Briand-Lamarche M. Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants . [Internet] [Thesis]. Université de Montréal; 2011. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1866/4632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Briand-Lamarche M. Évaluation d’implantation d’un programme de transfert de connaissances par agents multiplicateurs pour la prévention des mauvais traitements chez les jeunes enfants . [Thesis]. Université de Montréal; 2011. Available from: http://hdl.handle.net/1866/4632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.