Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs

Despite clear evidence that learning and social opportunities for children with disabilities and special needs are more effective in inclusive not segregated settings, there are few known effective inclusion programs available to children with disabilities, their families or teachers in the early years within Australia. The Kids Together program was developed to support children with disabilities/additional needs aged 0–8 years attending mainstream early learning environments. Using a key worker transdisciplinary team model, the program aligns with the individualised package approach of the National Disability Insurance Scheme (NDIS).AimThis paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program.MethodsThe research team worked across 15 Early Childhood Education and Care (ECEC) centres and in home and community settings. A realist evaluation using mixed methods was undertaken to understand what works, for whom and in what contexts. The development of a logic model provided a structured way to explore how the program was implemented and achieved short, medium and long term outcomes within a complex community setting.Discussion and conclusionKids Together was shown to be a highly effective and innovative model for supporting the inclusion of children with disabilities/additional needs in a range of environments central for early childhood learning and development. The use of a logic model provided a visual representation of the Kids Together model and its component parts and enabled a theory of change to be inferred, showing how a coordinated and collaborative approached can work across multiple environments.     

Evaluation logic in practice: Findings from two empirical investigations of American Evaluation Association members

Surveys of two independent random samples of American Evaluation Association (AEA) members were conducted to investigate application of the logic of evaluation in their evaluation practice. This logic consists of four parts: (1) establish criteria, (2) set standards, (3) measure performance on criteria and compare to standards, and (4) synthesize into a value judgment. Nearly three-fourths (71.84% ± 5.98%) of AEA members are unfamiliar with this logic, yet a majority also indicate its importance and utility for evaluation practice. Moreover, and despite unfamiliarity with the four steps of the logic of evaluation, many AEA members identify evaluative criteria (82.41% ± 3.34%), set performance standards (60.55% ± 7.39%), compare performance to standards (62.14% ± 5.98%), and synthesize into an evaluative conclusion (75.00% ± 5.80%) in their evaluation practice. Much like the working logic of evaluation, however, application of the general logic varies widely.     

从《泰》《否》卦辞及《周易》卦序解读先秦思维逻辑

《泰》、《否》两卦辞"小往大来"、"大往小来",是理解《泰》、《否》两卦的关键,历史上都是以乾坤阴阳的性质来的解释;但如果深入思考,"小往大来"、"大往小来"还体现了思维的不同走向,即由特殊到一般和由一般到特殊的不同走向,而这正是反映了先秦思维发展的逻辑顺序。卦序中由《泰》到《否》以及《周易》六十四卦序的安排不是任意制定的,而是这种思维发展的逻辑顺序的反映。     

归纳问题研究的历史与现状

探讨归纳问题不仅对于确立归纳逻辑的逻辑学地位意义重大,而且该问题的解决还直接关乎归纳逻辑自身的发展规律和发展趋势,以及归纳逻辑与其他相关学科之间的关系等重要问题.目前学术界对归纳问题的研究角度不一,内容各有侧重.同时,对现代归纳逻辑发展现状及趋势的不同看法也为解决归纳问题提供了更为恰当的思路.     

论"语言转向"的发生

“语言转向”发源于20世纪初的逻辑分析学派,它的发生基于自然科学的发展,尤其是数学史上的罗素悖论与物理学史上相对论的提出;而古希腊哲学、近代哲学都与自然科学的发展密切相关,因而“语言转向”在逻辑上是对哲学传统的继续。在方法上它一反传统的归纳演绎代之以逻辑分析;在思路上抛弃了近代哲学的理性标准而关注问题的根本———语言,因而它又是对哲学传统的反叛。但纯科学主义立场的缺陷也决定了它必然走向新的发展。     

社会变迁背景下大学生性观念演变的逻辑走向及其挑战

当代中国社会处于剧烈转型时期,性文化已经成为社会文化的重要组成部分。在此社会变迁背景下大学生性观念演变的逻辑走向可以从大学生的恋爱动机、对贞操的看法、对非婚性行为的看法及对性行为主要目的的看法等方面进行梳理。当代大学生性观念开放提出的挑战主要表现在：大学生性观念开放对传统恋爱观、价值观的挑战,对高校性教育的挑战,大学生卖淫现象对高校管理的挑战。     

论中国特色社会主义理论体系的理论逻辑

中国特色社会主义理论体系是马克思主义中国化第二次飞跃的重要理论成果,整个理论体系具有复杂的逻辑关系,研究理论体系的逻辑继承,探寻理论体系的逻辑脉络,展望理论体系的逻辑发展,对于在新的实践中继续发展与完善中国特色社会主义理论体系具有重大的理论与现实意义.     

我国社会工作职业化的实践逻辑

随着我国社会转型的逐渐深入,社会工作的职业化迫在眉睫。通过梳理我国社会工作的职业建构过程,提出国家主导的运作方式与渐进改良式的建构、初始阶段的专业资格要求等构成社会工作职业化的实践逻辑。通过比较这种实践逻辑与社会工作专业化要求之间的差异,提出我国社会工作职业建构的几点设想。     

古代中国与印度和希腊逻辑推论比较研究

逻辑学是全人类共同的，逻辑体系则带有时代、民族和个人的特点。分析世界古代三大逻辑，既要关注它们的共同点，但更应认识它们的差异性。文章在分析三大逻辑特征的基础上，论述了古代中国与印度和希腊逻辑推论的差异性，以及这种差异性对民族文化发展产生的影响。     

如何认识西方视野下的“中国模式”

近年来,西方学者渐渐放弃＂中国崩溃＂、＂中国威胁＂等论调,而代之以＂北京共识＂、＂中国模式＂等话题,尤其是在国际金融危机日益蔓延深化和中国国内重大庆典相对集中的大背景下,＂中国模式＂一度成为西方舆论热议的焦点。但是,他们在是否存在中国模式、中国模式到底是什么,以及中国模式的国际影响和未来发展等问题上,仍然争议不断。全面分析西方舆论的几种表现形式,正确把握他们的主要观点、分歧及其争论背后的原因和实质,有利于我们从思想认识和国际话语上作出适当反应。