On the Impact of the Dutch Educational Supervision Act:Analyzing Assumptions Concerning the Inspection of Primary Education

This article uses a policy scientific approach to reconstruct assumptions underlying the Dutch Educational Supervision Act.We showan example of howto reconstruct and evaluate a program theory that is based on legislation of inspection. The assumptions explain how inspection leads to school improvement. Evaluation of these assumptions is used to predict the (in)effectiveness of this legislation. The article concludes by discussing the advantages and drawbacks of this kind of approach as a starting point for impact and effect studies. As the program theory of inspection includes elements common to other kinds of educational interventions and reforms, these elements can also be considered for other types of program theory

Aberrant migration and surgical removal of a heartworm (Dirofilaria immitis) from the femoral artery of a cat.

A cat was evaluated for an acute-onset of right pelvic limb paresis. Thoracic radiographs revealed normal cardiac size and tortuous pulmonary arteries. Abdominal ultrasound identified a heartworm (HW) extending from the caudal abdominal aorta into the right external iliac artery and right femoral artery. The cat was HW-antigen positive. Echocardiography revealed a HW within the right branch of the main pulmonary artery and evidence of pulmonary hypertension. An agitated-saline contrast echocardiogram revealed a small right to left intracardiac shunt at the level of the atria. Surgical removal of the HW was performed with no substantial postoperative complications. There was return of blood flow and improved motor function to the limb. The cat remains mildly paretic on the affected limb with no other clinical signs

Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations

Evaluating the impact of complex whole-school interventions (CWSIs) is challenging. However, what evidence there is suggests that school leadership and other elements of whole-school contexts are important for pupils’ attainment (Leithwood et al., 2006), suggesting that interventions aimed at changing these have significant potential to improve pupil outcomes. Furthermore, strong leadership is likely important for the effective implementation of many interventions funded by the EEF since even class-level or targeted programmes are more likely to work best within supportive and effective settings. We therefore welcome the EEF’s commitment to exploring the issues inherent in evaluating CWSIs. Developing design and practice for evaluations of this type of intervention, focusing on the issues of complexity and managing change across a whole school, increases the scope of projects of which the EEF may confidently fund evaluations. In this document, we provide key messages for EEF evaluators on how to get the most out of evaluations of CWSIs, including considerations for both design and implementation. As far as possible, our suggestions aim to be practical steps that evaluators can implement immediately. A number of issues, and points 13 and 14 below in particular, require either further investigation or decisions from the EEF