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Evaluation,9780133097252
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Evaluation

by
Edition:
2nd
ISBN13:

9780133097252

ISBN10:
0133097250
Format:
Paperback
Pub. Date:
12/8/1997
Publisher(s):
Pearson

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What version or edition is this?
This is the 2nd edition with a publication date of 12/8/1997.
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Summary

This timely and accessible guide on the conduct of evaluation studies explores how we apply research methods in evaluating social programs, illustrating its points with reference to a variety of fields, including education, social services, and criminal justice.Offers practical advice on understanding the reasons for the study, identifying key questions to be answered, and planning and implementing the overall design of the study, including measurement, qualitative methods of inquiry, data collection, analysis, reporting, and dissemination. Stresses that understanding the underlying theory of the program is essential to developing the most appropriate evaluation, and emphasizes the need to take ethical considerations into account all along the course of the study. Covers meta-analysis, cost-benefit analysis and includes a non-technical discussion of the logic of data analysis. Includes references to further sources on measurement, existing longitudinal data sets, statistics, and qualitative analysis.For professionals in psychology, sociology, public health, public policy/affairs, education, and criminal justice.

Table of Contents

Preface ix
Chapter 1 Setting the Scene
1(19)
Domain of Evaluation
3(1)
Definition of Evaluation
4(2)
What Is Evaluated? An Excursus on Terminology
6(2)
Outcome and Process Evaluation
8(2)
Contributions of Evaluation
10(1)
History of Evaluation
10(5)
Comparison between Evaluation and Other Research
15(3)
Summary
18(2)
Chapter 2 Purposes of Evaluation
20(26)
Who Wants Evaluation?
20(1)
Overt and Covert Purposes
21(3)
Conditions Unfavorable for Evaluation
24(1)
Evaluation for Decision Making
25(1)
Evaluation as Organizational Learning
26(2)
Intended Uses for Evaluation
28(3)
Formative and Summative Evaluation
31(1)
Formative-Summative and Process-Outcome: Different Constructs
32(1)
Compatibility of Purposes
33(1)
How Evaluations Are Commissioned
34(3)
Inside versus Outside Evaluation
37(2)
Level in the Structure
39(2)
Whose Use Shall Be Served?
41(3)
Summary
44(2)
Chapter 3 Understanding the Program
46(26)
Why Program Knowledge Pays
46(2)
Characterizing the Program
48(2)
Getting to Know the Program
50(1)
What Is the Program Trying to Achieve?
51(4)
How the Program Works: Surfacing the Program's Theories of Change
55(2)
Program Theory and Implementation Theory
57(1)
Organizing the Evaluation to Investigate Program Theories
58(3)
Building Program Theory
61(1)
Using Theories of Change as a Guide to Evaluation
62(4)
Comparing Program Theory to Actual Developments
66(1)
Advantages of Explicating Theories of Change
67(2)
Critiques of Program Theory
69(1)
Summary
70(2)
Chapter 4 Planning the Evaluation
72(25)
The Right Time to Evaluate
73(1)
Types of Evaluation Questions
74(2)
Additional Decisions in the Planning Period
76(1)
How to Decide Which Questions to Pursue
77(4)
Specifying the Questions
81(1)
Quantitative or Qualitative Study
82(5)
Design of the Evaluation
87(2)
One Study or a Fleet of Studies?
89(1)
Designs for Different Types of Programs
90(1)
Some Practical Plans
91(1)
Ethical Issues
92(20)
Summary
112
Chapter 5 Roles for the Evaluator
97(17)
Types of Participative Roles
99(1)
Reasons for Alternative Evaluator Roles
100(3)
Implementing a Participatory Evaluation
103(2)
Balance of Pros and Cons
105(3)
Additional Limitations to Participatory Approaches
108(1)
Ethical Issues
109(3)
Summary
112(2)
Chapter 6 Developing Measures
114(38)
Measurement
115(2)
Program Outcomes
117(6)
Choices among Measures
123(3)
Unanticipated Consequences
126(1)
Interim Markers of Progress
127(3)
Program Processes
130(2)
Program Inputs, Resources, and Environment
132(4)
Multiple Measures
136(1)
How Many Measures Are Enough?
137(1)
Measurement of Variables
137(2)
Developing New Measures
139(5)
Desirable Characteristics of Measures in Evaluation
144(6)
Summary
150(2)
Chapter 7 Collecting Data
152(28)
Sources of Data
152(11)
Sampling
163(3)
Interviewing
166(2)
Coding Responses
168(2)
Existing Statistical Data
170(5)
Ethical Issues in Collecting Data
175(3)
Summary
178(2)
Chapter 8 Design of the Evaluation
180(35)
Designing the Process Evaluation
181(1)
Designing the Outcome Evaluation
182(2)
Important Concepts
184(4)
Designs
188(1)
Informal Designs
188(3)
Formal Designs
191(22)
Summary
213(2)
Chapter 9 The Randomized Experiment
215(20)
Random Assignment
215(6)
Planned Variations
221(2)
Procedures for Random Assignment
223(3)
Coping with Difficulties That Arise
226(2)
Conditions That Make Randomized Experiments Problematic
228(1)
Criticisms of the Randomized Experiment
229(4)
Summary
233(2)
Chapter 10 Extensions of Good Design
235(17)
Replication
235(1)
Meta-Analysis
236(8)
Cost-Benefit and Cost-Effectiveness Analysis
244(6)
Summary
250(2)
Chapter 11 Qualitative Methods
252(19)
Design of Qualitative Evaluations
253(3)
Collecting Data
256(7)
Fieldwork and Analysis
263(2)
Qualitative Evaluation and Program Theory
265(1)
Ethical Issues
266(1)
Combining Qualitative and Quantitative Approaches
267(2)
Summary
269(2)
Chapter 12 Analyzing and Interpreting the Data
271(23)
Introduction
271(1)
Analytic Tasks in Evaluation
272(11)
General Strategies of Analysis
283(5)
An Example of Program Theory as a Guide to Analysis
288(2)
Books on Analytic Methods
290(2)
Ethical Issues
292(1)
Summary
292(2)
Chapter 13 Writing the Report and Disseminating Results
294(26)
Reporting
295(10)
Dissemination
305(5)
Utilization of Evaluation Results
310(10)
Chapter 14 Evaluating with Integrity
320(7)
Know the Program
321(1)
Maintain High Technical Quality and Relevance
321(2)
Use Balance and Judgment
323(1)
Consider Use from the Start
324(1)
Behave Ethically throughout the Study
325(1)
Survive and Reap Rewards
325(2)
Glossary 327(13)
References 340(25)
Index 365


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