If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.Abstract This paper evaluates key developments in the social capital literature over the past decade. It then examines empirical work on the purported the link between social capital and economic performance. Although these results indicate that good governance and social cohesion make a measurable contribution to economic development, the offer little guidance for policy formulation. Early contributors to the social capital field were pessimistic about the ability of the state to stimulate social capital formation. More recently, there has been a groundswell of interest in the application of community development principles to foster social capital at the micro level. This paper incorporates a critical evaluation of the mainstream social capital literature from a social economics perspective. The various strands within the social economics tradition share a common concern with the "disembedding" of social context from mainstream economics.What is good, Phaedrus, and what is not good . . . need we ask anyone to tell us these things? (Pirsig, 1975).
AimsThe growing influence of implementation science has resulted in educational researchers exploring what occurs within schools to support intervention effectiveness. This paper provides an overview of existing research so that practitioners can understand the extent to which measures of implementation are associated with the outcomes of school-based interventions.MethodThis paper systematically identified studies which correlated or directly compared the implementation of school-based interventions with pupil outcomes. Effect-sizes are reported and the strength of evidence appraised using a weight-of-evidence framework.FindingsThe 13 studies reviewed reported 32 quantified effect sizes which represented the strength and direction of the relationship between measures of implementation and intervention outcomes in schools. The review also identified gaps in current evidence which have implications for further research and practice.LimitationsThis review did not explore factors which supported staff to implement interventions effectively. As such, this review focusses on the effects of implementation, rather than detailed practices.ConclusionsThis review found that educational researchers rarely measured fidelity of programme implementation. When fidelity is measured, there are indications that proper execution and co-ordination of evidence-based interventions is positively related to pupil outcomes. However, the measurement of implementation fidelity can be undermined when data is transformed into arbitrary categories, such as ‘good’ and ‘bad’. The practicalities of effectively transporting evidence-based interventions into school settings are discussed.
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