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Based on the examination of the roles of message framing and evidence type, this study made an analysis of the promotion methods of intention and information need towards HPV vaccination.

The study conducted a 2 (gain-framed messages vs loss-framed messages) × 2 (statistical evidence vs narrative evidence) quasi-experimental design built upon theories of message framing and evidence type. This experiment recruited college students who were not vaccinated against HPV as participants. The analysis of variance (ANOVA), the analysis of covariance (ANCOVA), and the independent sample T-test were used to test the hypotheses.

The results (N = 300) indicate that (1) Loss-framed messages will lead to a more favorable intention towards HPV vaccination than gain-framed messages. (2) Statistical evidence will lead to a more explicit information need than narrative evidence. (3) Message framing and evidence type will interact and (a) for statistical evidence, loss-framed messages will lead to a more favorable intention towards HPV vaccination than gain-framed messages and (b) for narrative evidence, gain-framed messages will lead to a more favorable intention towards HPV vaccination than loss-framed messages. (4) Message framing and evidence type will interact and (a) for loss-framed messages, statistical evidence will stimulate more explicit information need of HPV vaccination than narrative evidence and (b) for gain-framed messages, narrative evidence will stimulate more explicit information need of HPV vaccination than statistical evidence.

This paper can help to further understand the important roles of message framing and evidence type in health behavior promotion. The study contributes to the literature on how health information can be well organized to serve the public health communication and further enhance the health information service.

Public education is an important institution in any democracy, and the significant resources invested form a critical pillar in its provision. The evidence used to manage said resources is, therefore, an important issue for education leaders and a matter public interest. The purpose of this paper is to consider the role education finance leaders in Ontario, Canada, and what types of evidence they are using, how they are being employed and how much priority is given to each.

The paper employs a review of Ontario’s K-12 education funding policies/reports, and interviews with five K-12 funding model experts/leaders – four business superintendents from school boards of varying sizes (based on enrollment) and one system leader (to introduce perspective from the two levels of governance in resource management) to understand how these experts use evidence to inform resource decision making. This sampling strategy was also grounded in a key assumption: School boards with larger enrollment – and consequently larger budgets – will have greater capacity to use all forms of evidence when managing resources, as the majority of board revenue comes from grants that are mostly based on enrollment.

The findings bring important definition and prioritization of evidence that inform leaders’ resource decision making in education. The results point to two tacit, normative, unacknowledged and, yet, competing evidence frameworks driving resource management. The government is the most influential, prioritizing strategic policy, performance data, fiscal context and professional judgment; values embedded in policy and research were mentioned only in passing, while local anecdotal types of evidence were given less priority. Compounding this challenge is that all sides in debates on school resource needs face issues of access to, transparency in the use of and the prioritization given to various evidence types.

Governments, with the assistance of academics, should formally articulate and make public the evidence framework they use to drive resource decision making. All sides of the resource management debate need to value a wider range of evidence, notably evidence that speak to local concerns, to reduce information gaps and, potentially, improve on the effective delivery of local educational programming. Education finance researchers could help to address access gaps by distilling research on the effective use of resources in a manner that is timely, tailored to the fiscal climate and to system- or district-level readiness for the implementation of a particular initiative.

Resource management driven solely by “facts” can support student achievement outcomes and effective system operation, but alone will not satisfy local-level aspirations for education or inspire public confidence; a key ingredient for the sustainability of this public institution. The results could be used to improve the balance of “decent information” used to inform resource deliberations and establish a shared understanding across stakeholder groups to facilitate compromise. The current state of affairs has all sides in advancing claims for resource needs based on what they understand to be evidence all while portraying competing claims as uninformed, undermining public confidence in education.

The paper draws from interviews with business superintendents and a system-level funding model expert, both lesser studied leaders on this topic in the Canadian context; offers a clear articulation of the evidence frameworks at play and the priority given to each type and how they are being used; presents definition and prioritization of evidence from the perspective of leaders in the Canadian context (most of literature is from the USA) – experts acknowledge that resource knowledge is contextually contingent and insight generated from other contexts will help to advance the field.

The purpose of this paper is to examine the way in which low‐performing schools and their district define, acquire, use, and diffuse research‐based evidence.

The mixed methods case study builds upon the prior research on research evidence and social networks, drawing on social network analyses, survey data and interview data to examine how educators in low‐performing schools and across the district use evidence (including which types and for what purposes), as well as the relationship between network structure and evidence use for school improvement.

Educators had narrow definitions of, and skepticism about, evidence, which limited its acquisition and use for school improvement. The authors found a lack of diffusion of evidence within schools and districtwide as a result of sparse connections among and between educators. Evidence was used in an instrumental, yet superficial, manner leading to weak interpretation of evidence and resulting in limited understanding of underlying problems and available solutions.

The paper suggests the importance of using social network analyses to examine the diffusion of evidence, as well as the need to better understand how evidence is defined and used.

It is necessary to pay greater attention to how educators acquire evidence, as well as the ways in which it is used to impact school‐based decisions in low‐performing schools and districts. Moreover, the work suggests the influence of the district office on school‐level reform.

The paper contributes to the research on low‐performing schools and accountability policy by examining the larger districtwide context and integrates social network, survey, and interview data.

Most universities have relied on student evaluations as a source of evidence in their assessment of teaching performance. However, a complete evaluation of all dimensions of a faculty member's teaching requires multiple sources of evidence. The purpose of this chapter is to identify the sources of evidence that accounting chairs report they currently use to assess teaching. Calderon and Green first examined this issue in their 1997 study. However, their results may be outdated due to changes in accreditation requirements, teaching delivery methods, and the continued evolution of assessment tools. Responding department chairs report that peer observation followed by course syllabus, exams given in class, and instructor course notes are the most frequently used evidence types, with an average of 3.16 sources beyond student evaluations. The source and quantity of evidence vary across different types of institutions. While Calderon and Green reported that most schools use ad hoc and subjective sources of evidence, respondents in this study focus more on instructor-supplied materials and direct evidence from inside the classroom.

Describes a study to measure the quality of service provided by food‐poisoning surveillance agencies in England and Wales in terms of the requirements of a representative consumer ‐ the egg producing industry ‐ adopting “egg associated” outbreak investigation reports as the reference output. Defines and makes use of four primary performance indicators: accessibility of information; completeness of evidence supplied in food‐poisoning outbreak investigation reports as to the sources of infection in “egg‐associated” outbreaks; timeliness of information published; and utility of information and advice aimed at preventing or controlling food poisoning. Finds that quality expectations in each parameter measured are not met. Examines reasons why surveillance agencies have not delivered the quality demanded. Makes use of detailed case studies to illustrate inadequacies of current practice. Attributes failure to deliver “accessibility” to a lack of recognition on the status or nature of “consumers”, combined with a self‐maintenance motivation of the part of the surveillance agencies. Finds that failures to deliver “completeness” and “utility” may result from the same defects which give rise to the lack of “accessibility” in that, failing to recognize the consumers of a public service for what they are, the agencies feel no need to provide them with the data they require. The research indicates that self‐maintenance by scientific epidemiologists may introduce biases which when combined with a politically inspired need to transfer responsibility for food‐poisoning outbreaks, skew the conduct of investigations and their conclusions. Contends that this is compounded by serious and multiple inadequacies in the conduct of investigations, arising at least in part from the lack of training and relative inexperience of investigators, the whole conditioned by interdisciplinary rivalry between the professional groups staffing the different agencies. Finds that in addition failures to exploit or develop epidemiological technologies has affected the ability of investigators to resolve the uncertainties identified. Makes recommendations directed at improving the performance of the surveillance agencies which, if adopted will substantially enhance food poisoning control efforts.

Given the rapid growth in efforts on misinformation correction, the study aims to test how evidence type and veracity interact with news agreement on the effectiveness of fact-checking on how well a corrective message discount a false news information.

Experimental participants (N = 511) in Hong Kong were exposed to the same news article and then to a piece of corrective information debunking the news article with variation in the types of evidence (numerical vs narrative) and veracity (no verdict vs half false vs entirely false) in 2019.

Among the participants who disagreed with the news article, numerical fact-checking was more effective than narrative fact-checking in discounting the news article. Some evidence of the backfire effect was found among participants for whom the article was attitude incongruent.

When debunking false information with people exposed to attitude-incongruent news, a milder verdict presented in the form of a half-false scale can prompt a more positive perception of the issue at stake than an entirely false scale, implying that a less certain verdict can help in mitigating the backfire effect compared to a certain verdict.

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational processes and activities include methods and procedures for identifying evidence-based practices, translating findings from research evidence into early childhood intervention procedures, and promoting practitioners’ and parents’ routine use of the practices. The framework includes four interrelated processes and activities. Type 1 translation uses research findings to develop evidence-based practices. Type 2 translation involves the use of evidence-based professional development (implementation) practices to promote practitioners’ and parents’ use of evidence-based early childhood intervention practices. Type 3 translation includes activities to evaluate whether the use of evidence-based practices as part of routine early intervention have expected benefits and outcomes. Type 4 translation includes activities for the dissemination, diffusion, and promotion of broad-based adoption and use of evidence-based practices. Examples of each type of translation are described as are implications for practice.

The purpose of this paper is to examine whether healthcare leaders use evidence-based management (EBMgt) when facing major decisions and what types of evidence healthcare administrators consult during their decision-making. This study also intends to identify any relationship that might exist among adoption of EBMgt in healthcare management, attitudes towards EBMgt, demographic characteristics and organizational characteristics.

A cross-sectional study was conducted among US healthcare leaders. Spearman’s correlation and logistic regression were performed using the Statistical Package for the Social Sciences (SPSS) 23.0.

One hundred and fifty-four healthcare leaders completed the survey. The study results indicated that 90 per cent of the participants self-reported having used an EBMgt approach for decision-making. Professional experiences (87 per cent), organizational data (84 per cent) and stakeholders’ values (63 per cent) were the top three types of evidence consulted daily and weekly for decision-making. Case study (75 per cent) and scientific research findings (75 per cent) were the top two types of evidence consulted monthly or less than once a month. An exploratory, stepwise logistic regression model correctly classified 75.3 per cent of all observations for a dichotomous “use of EBMgt” response variable using three independent variables: attitude towards EBMgt, number of employees in the organization and the job position. Spearman’s correlation indicated statistically significant relationships between healthcare leaders’ use of EBMgt and healthcare organization bed size (r_s = 0.217, n = 152, p < 0.01), attitude towards EBMgt (r_s = 0.517, n = 152, p < 0.01), and the number of organization employees (r_s = 0.195, n = 152, p = 0.016).

This study generated new research findings on the practice of EBMgt in US healthcare administration decision-making.

Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.