The experimental versus the pragmatic paradigm: Summary and conclusions

In this article I review and draw conclusions from the use of the experimental and pragmatic paradigms in the six case studies presented in this Special Feature section. First, the studies are summarized in terms of the paradigms. They are then analyzed using the conceptual matrix presented in Table 3 of my introductory article to this section. This matrix looks at a study paradigmatically in terms of two cross-cutting dimensions: (a) type of study result with regard to paradigm mix and (b) areas of impact of the paradigm mix, such as the study's theory, data collection methodology, and the relationship the study has to those who funded it. This analysis illustrates two points: (a) The experimental and pragmatic paradigms have different goals that are frequently in competition for the same study resources, (b) The paradigms can function in a fully complementary manner only when there are (as in the Elias study) an explicit and systematic conceptual model for interrelating the two types of goals and a strategy for attaining resources to accomplish both. It is concluded that in planning an evaluation study, researchers should pay attention not only to a program's substantive goals, but also to its epistemological goals—those of both the researchers themselves and the study 's funders and other stakeholders.     

Justifying conclusions in naturalistic evaluations: An interpretive perspective

Use of an interpretive perspective in naturalistic inquiry is one way to reconcile assumptions and practice in naturalistic evaluations, particularly concerning the justification of evaluation conclusions. In this paper I conclude that naturalistic evaluation based on an interpretive perspective cannot appeal to external methodological criteria, like trustworthiness criteria, for protection against bias in reaching evaluation conclusions. I suggest that claims for evaluation conclusions depend on the evaluator as interpreter — using his or her skills of persuasion and analysis to mediate among perspectives, selected evidence and claims for conclusions.     

Justifying conclusions in naturalistic evaluations: A critical perspective

This article examines the assumptions underlying the naturalistic perspective for evaluation that deal with justifying evaluative claims and conclusions. The author argues that ultimately these assumptions are inadequate and provides an alternative perspective for use in evaluation research and practice. The alternative, critical evaluation, is presented as attending to demands for empirical, practical, and normative adequacy in generating evaluative explanation and critique.     

Justifying conclusions in naturalistic evaluations: A practical perspective

Naturalistic approaches to program evaluation generate multiple interpretations and possible conclusions, but lack inherent guidance on how to choose among or reconcile them. A practical frame of reference for addressing this challenge emphasizes criteria of utility and credibility, as well as an evaluation process that is participatory and openly value-pluralistic. This paper discusses the logic of justification underlying such a practical perspective.     

Commentary: Relativism and justifying conclusions in naturalistic evaluations

This commentary is structured around two different definitions for the concept of relativism. The contention is that a great deal depends on the particular interpretation one gives to this concept — not only for understanding the particular positions elaborated in these papers, but also for a general understanding of the issue of justifying conclusions in evaluations.     

School Difficulties and Immigrant Background: conclusions about intercultural education

This article, based on my doctoral thesis, presents a study with respect to teachers' thinking regarding school difficulties and their attitudes toward students' immigrant backgrounds. The intention of my doctoral thesis was to study the factors surrounding immigrant students' schooling. In the prevailing thinking in Sweden, students with immigrant backgrounds are often associated with problems and difficulties, not only in administrative circles but also in practical pedagogical discussions taking place in the schools. These problems are the starting point for an analysis of the reasoning and present thinking regarding immigrant students and their school situations.     

Employee counseling services evaluation system: design, issues and conclusions

Employee Counseling Services (ECS) programs have emerged as an effective method for dealing with employees whose job performance has deteriorated due to personal problems such as alcoholism or drug abuse. It is estimated that 18% of any work force is effected by such problems at any given time and that these employees cost industry billions of dollars annually in lost productivity, abuse of sick leave, etc. One of the critical concerns of this emerging field is the need for comprehensive evaluation that can demonstrate the cost-effectiveness and cost-benefits of ECS programs. This paper will describe the model Federal ECS developed at the U.S. Department of Health and Human Services as well as the components of the evaluation system designed to determine its effectiveness. The system is the first of its kind and will be a valuable contribution to the field. The paper then raises issues and develops conclusions about designing such an evaluation within the context of a large bureaucracy.     

The development of intercultural pedagogy and its influences on primary schools: conclusions and perspectives

The integration debate in Germany is closely connected to the education debate. Both are related to recent societal changes. Discussions at the social and political level in the past couple of years have shown how highly emotionally charged attitudes towards migration and integration in this country truly are. This article aims to provide an overview of intercultural developments in German educational contexts, especially those related to primary schools, against the background of societal change. We trace the developments in Germany from foreigner pedagogy and intercultural pedagogy to a pedagogy incorporating antiracism elements and subsequently a pedagogical approach focused on diversity (diversity pedagogy). We conclude that though many gains have been made, there is presently a danger that we will lose sight of cultural heterogeneity as diversity pedagogy in Germany has expanded to incorporate social inclusion.     

实现全面的对外开放是实施西部大开发战略的关键

实施西部大开发战略,是党中央、国务院高瞻远瞩、面向21世纪的重大战略决策,对我国政治、经济、社会的发展必将产生深远的影响,具有重要的意义.西部大开发要取得实质性进展和良好效果,固然受到多种条件和因素的影响,但关键在于西部地区能否实现超前的全面的大开放.如果说国家要对落后的西部地区实施扶持优惠政策的话,着力点要放在对外开放上,围绕扩大西部地区的对外开放下功夫、做文章.     

浅析大学英语教学中的兴趣导入

英语教学的目的是传授知识,但怎样让学生在自主、自愿、积极轻松的环境下获取英语知识,这就需要在英语教学中进行兴趣导入。文中主要从对教师的要求、教学方法、教学设施的要求等方面进行分析和探讨,从而提高学生对英语学习的兴趣。     

Understanding sex: the right to legal capacity to consent to sex

This article addresses the right to legal capacity to consent to sex of people with intellectual disabilities. Article 12 of the Convention on the Rights of Persons with Disabilities guarantees the right to legal capacity on an equal basis in all areas of life. This article discusses sex as an area of life in which people with intellectual disabilities are frequently not being granted legal capacity on an equal basis. The article examines current capacity to consent to sex law in Ireland, England and Wales in light of Article 12. It proposes an ‘agreement model’ as a potential alternative that would be Article 12 compliant.