A Scandinavian perspective on evaluating educational reforms. The essays include: The Research Council of Norway Evaluating Reform 97; Models of Evaluation; and What's Being Done in the Name of Evaluation? Experiences Drawn from the Recent Evaluation of Schooling Reforms in Switzerland.

An exploration of evaluator role and identity. The areas addressed include: evaluation in an organizational world; evaluation as responsibility, conscience and conviction; the evaluator's role in the transformative context; hidden images of self; and evaluation in dystopian times.

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate.

The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate.

The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

This Fourth Edition of Thomas A. Schwandt's one-of-a-kind guide to the terms and phrases that help shape the origins, purpose, logic, meaning, and methods of the practices known as qualitative inquiry features 20 additional terms as well as a restructured Reader's Guide. Key references have been updated and select terms and phrases from previous editions have been reorganized and greatly expanded. Together, the dictionary entries provide a guide to the methodological and epistemological concepts and theoretical orientations of qualitative inquiry. This unique resource is ideal for readers who are navigating various perspectives on qualitative inquiry, working on a qualitative dissertation, or are launching their own investigations into the issues covered.

Much applied research takes place as if complex social problems--and evaluations of interventions to address them--can be dealt with in a purely technical way. In contrast, this groundbreaking book offers an alternative approach that incorporates sustained, systematic reflection about researchers' values, what values research promotes, how decisions about what to value are made and by whom, and how judging the value of social interventions takes place. The authors offer practical and conceptual guidance to help researchers engage meaningfully with value conflicts and refine their capacity to engage in deliberative argumentation. Pedagogical features include a detailed evaluation case, "Bridge to Practice" exercises and annotated resources in most chapters, and an end-of-book glossary.

Using Science as Evidence in Public Policy encourages scientists to think differently about the use of scientific evidence in policy making. This report investigates why scientific evidence is important to policy making and argues that an extensive body of research on knowledge utilization has not led to any widely accepted explanation of what it means to use science in public policy. Using Science as Evidence in Public Policy identifies the gaps in our understanding and develops a framework for a new field of research to fill those gaps. For social scientists in a number of specialized fields, whether established scholars or Ph.D. students, Using Science as Evidence in Public Policy shows how to bring their expertise to bear on the study of using science to inform public policy. More generally, this report will be of special interest to scientists who want to see their research used in policy making, offering guidance on what is required beyond producing quality research, beyond translating results into more understandable terms, and beyond brokering the results through intermediaries, such as think tanks, lobbyists, and advocacy groups. For administrators and faculty in public policy programs and schools, Using Science as Evidence in Public Policy identifies critical elements of instruction that will better equip graduates to promote the use of science in policy making. Table of Contents Front Matter Summary 1 Introduction 2 Why This Report Now 3 The Use of Research Knowledge: Current Scholarship 4 Research on the Use of Science in Policy: A Framework 5 The Next Generation of Researchers and Practitioners References Appendix A: Selected Major Social Science Research Methods: Overview Appendix B: Biographical Sketches of Committee Members and Staff

An exploration of evaluator role and identity. The areas addressed include: evaluation in an organizational world; evaluation as responsibility, conscience and conviction; the evaluator's role in the transformative context; hidden images of self; and evaluation in dystopian times.

A Scandinavian perspective on evaluating educational reforms. The essays include: The Research Council of Norway Evaluating Reform 97; Models of Evaluation; and What's Being Done in the Name of Evaluation? Experiences Drawn from the Recent Evaluation of Schooling Reforms in Switzerland.

I have reviewed the Thomas A. Schwandt and Edward S. Halpern book and find it to be both timely and a needed resource in the area of program evaluation. --Robert W. Covert, Evaluation Research Center, University of Virginia "Very clearly and systematically presented and will be of considerable value to evaluation practitioners and consumers of evaluation reports as well as to those directly involved in the conduct of meta-evaluations. For the meta-evaluator this book is probably the clearest and most comprehensive handbook available, and it will surely be found invaluable by anyone required to conduct a meta-evaluation of either a naturalistic or a conventional evaluation. Evaluation practitioners will find the book extremely helpful as it will force them to think more rigorously about the design and execution of their studies and to document more carefully their work. . . . This is an extremely well written and useful book which is sure to find a wide audience among all who are concerned with assessing and enhancing the quality of evaluations." --Evaluation Practice This book provides a detailed discussion of the use of an auditing model for judging the quaity of naturalistic inquiries. The approach can be used retrospectively in judging the quality or trustworthiness of a naturalistic study upon its completion. It can be applied prospectively as well in planning a naturalistic study, for example in determining what ought to be placed in an audit trail and what might be done to increase the likelihood that trustworthiness criteria will be satisfied at the conclusion of the study. Detailed information is provided on constructing an audit trail from the written materials generated in a naturalistic study, conducting an audit (including specific auditor tasks and questions that focus the audit examination), and preparing an audit report.

Much applied research takes place as if complex social problems--and evaluations of interventions to address them--can be dealt with in a purely technical way. In contrast, this groundbreaking book offers an alternative approach that incorporates sustained, systematic reflection about researchers' values, what values research promotes, how decisions about what to value are made and by whom, and how judging the value of social interventions takes place. The authors offer practical and conceptual guidance to help researchers engage meaningfully with value conflicts and refine their capacity to engage in deliberative argumentation. Pedagogical features include a detailed evaluation case, "Bridge to Practice" exercises and annotated resources in most chapters, and an end-of-book glossary.