Theorists' Models in Action

by Editor: Marvin Alkin; Editor: Christina A. Christie

• ISBN13: 9780787982126
• ISBN10: 0787982121
• Format: Paperback
• Copyright: 2005-08-01
• Publisher: Jossey-Bass

Summary

This volume analyzes how evaluation theorists apply their approach in practice. A scenario of a situation at an elementary school is presented to four prominent theorists, who describe how they would design and conduct an evaluation of the school's program. The editors consider the theorists' proposed evaluations, as well as their subsequent comments, to develop themes related to the influence of theory and context on practice. They also provide a comparative analysis of the theorists' evaluation approaches in relation to the context of evaluation case presented.Evaluation theorists seem to be quite good at propounding on how they think the evaluation world ought to work. Yet do we really know that what theorists say they would do in practice is indeed what they would actually do? Evaluation, after all, is situational. Each context offers its own constituency, set of values, programmatic elements, bureaucratic hurdles, and other variables. This volume demonstrates why evaluators need to adapt their point of view to a particular situation, and provides much-needed study and analysis on the way in which they make those adaptations.This is the 106th volume of the Jossey-Bass quarterly report series New Directions for Evaluation.

Table of Contents

Editors' Notes	1	(4)
Marvin C. Alkin, Christina A. Christie
1. The Case: Bunche-Da Vinci Learning Partnership Academy	5	(10)
Nicole Eisenberg, Lynn Winters, Marvin C. Alkin
The authors present a case scenario of a situation at Bunche Academy in which evaluation is required.
2. What Theorists Say They Do: A Brief Description of Theorists' Approaches	15	(12)
Christina A. Christie, Tarek Azzam
This chapter offers a brief description of the evaluation points of view of the theorists who are the authors of the four subsequent chapters.
3. A Value-Engaged Approach for Evaluating the Bunche-Da Vinci Learning Academy	27	(20)
Jennifer C. Greene
Responsiveness to the context of the Bunche-Da Vinci Learning Academy frames this value-engaged evaluation plan.
4. In Pursuit of Social Betterment: A Proposal to Evaluate the Da Vinci Learning Model	47	(18)
Gary T. Henry
This chapter describes an evaluation of the Da Vinci Learning Model that would provide comparative information about its implementation and effectiveness in terms of the expectations that parents, teachers, and other stakeholders have for the schools.
5. Using Program Theory-Driven Evaluation Science to Crack the Da Vinci Code	65	(20)
Stewart I. Donaldson
This chapter illustrates how program theory-driven evaluation science could be used to provide practical and cost-effective external evaluation services to help Bunche-Da Vinci stakeholders.
6. A Proposal to Build Evaluation Capacity at the Bunche-Da Vinci Learning Partnership Academy	85	(14)
Jean A. King
This chapter places a capacity-building frame on the evaluation request, describing efforts that would create evaluation activities and infra-structure over time.
7. The Reality of Unreal Situations: Caveats and Insights	99	(12)
Marvin C. Alkin, Christina A. Christie, Jennifer C. Greene, Gary T. Henry, Stewart I. Donaldson, Jean A. King
This chapter explores the extent to which the context of the Bunche-Da Vinci situation, in relation to prior experience in the field, had an impact on the products that the four theorists provided.
8. Unraveling Theorists' Evaluation Reality	111	(18)
Marvin C. Alkin, Christina A. Christie
The editors provide an analysis of the four theorists' evaluation approaches, both comparatively and in relationship to the theorists' published evaluation perspectives.
Index	129