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Background Methods Results Conclusions So What? The ComEx3 community‐based extended maintenance pulmonary rehabilitation (PR) randomised controlled trial (RCT) aimed to determine the optimal strategy for maintaining the benefits of exercise for people with chronic obstructive pulmonary disease (COPD). We conducted a process evaluation of this RCT to determine if the trial was implemented per protocol, and to explore the barriers and facilitators of the trial, and mechanisms of impact.This was a mixed methods study consisting of analysis of PR class records, study diaries and interviews of those involved in the trial. We developed a reporting framework from available literature and performed a content analysis.Eleven of the 12 participants in the intervention group attended ≥70% of available classes before the trial was terminated due to the COVID‐19 pandemic. Analysis of the study diaries found that adherence to the home exercise program was higher in the intervention than the control group. Analyses of interviews (n = 21) highlighted the complexity of standardising the processes across multiple sites, but revealed behaviour change amongst class physiotherapists who were able to conform with the required processes. Facilitators of participation included the desire to improve function and quality of life, while barriers included illnesses and lack of motivation. Mechanisms of impact included confidence in exercising and benefits from the education sessions.The ComEx3 RCT was implemented as planned largely due to commitment by the research team and the desire by patients to improve their quality of life by attending a PR program that they are familiar with. Successful implementation of PR RCTs requires good organisational skills, clear and consistent trial documentation, broad understanding of participant needs while being conscious of challenges experienced by people with COPD, and dedication by everyone involved in the RCT.This article shows the importance of running a process evaluation alongside an RCT. Although this RCT did not progress to completion, this process evaluation which was guided by a robust framework, will provide guidance for future interventions in this area. [ABSTRACT FROM AUTHOR]

Teacher professional development (PD) is a complex, ongoing challenge as educational systems attempt to deliver excellent programming in pursuit of increased student achievement (Opfer and Pedder 2011). This article examines Idaho Total Instructional Alignment (TIA), a model for teacher PD that is currently being utilized in secondary schools throughout the state of Idaho. The implications of this model for effective guidance and support with implementation of the Common Core State Standards (CCSS), as well as the factors that indicate readiness of secondary teachers for implementation of the CCSS, are explored.

This article describes how job analysis, a method commonly used in personnel research and organizational psychology, provides a systematic method for documenting program staffing and service delivery that can improve evaluators' knowledge about program operations. Job analysis data can be used to increase evaluators' insight into how staffs administer programs and provide program services, interpretation of outcome data, make comparisons across programs, and assessment of programs' transferability and replication potential. Because of the central role that staffs play in the delivery of client services and client experiences, job analysis has particular promise for evaluating human services and social welfare programs. This article posits that with little added effort, job analysis can be integrated into traditional evaluation activities and the benefits of this addition will be significant. A basic job analysis methodology is described using an example of its application as part of an evaluation of a prisoner reentry program. (Contains 3 tables and 3 figures.)

As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K-12 teachers in a large mid-western university. It describes the systemic nature underlying their professional development, highlighting the influence of different constituencies. These range from federal, state, county and district levels to the university teacher preparation program, as well as the teachers themselves. By understanding how these factors influence teachers' professional development, the authors identify important lessons that can be learned by teacher educators.

The Aga Khan Museum in Toronto, which opened in mid-September, explores the historical and contemporary influence of Islamic Civilisations through the careful presentation of its fine collection. With an ambitious [...]

Investigated the influence of nonverbal behavior in the context of interactive talk during the assessment of an oral proficiency interview test. Participants were Spanish- and Chinese-speaking international teaching assistants. Found interviewees who employed nonverbal behavior considered appropriate by North American evaluators and who negotiated a degree of control over the interview process were able to compensate for perceived weaker linguistic proficiency. (Author/VWL)