Frances Lawrenz

Special Issue

Evaluation Capacity Building in the Schools: Administrator-Led and Teacher-Led Perspectives

Authors:
Pages:
61-82

The purpose of this article is to describe evaluation capacity building using an immersion approach in two schools: one with an administrator-led process and one with a teacher-led process. The descriptions delineate conceptual, developmental, and sustainability aspects of capacity building through the perspectives of the teachers, principals, and evaluation specialists. The immersion approach to evaluation capacity building highlights the distinctions between developing capacity for using evaluation information and the capacity to conduct evaluations, and provides insight into the use of direct and indirect approaches to building capacity. The two cases also showcase the roles played by ownership in developing evaluation capacity, especially sustainability.

Fall

Using multi-site core evaluation to provide "scientific" evidence

Authors:
Pages:
17-36

Funders of educational and other social service programs are requiring more experimental and performance-oriented designs in evaluations of program effectiveness. Concomitantly, funders are exhibiting less interest in evaluations that serve other purposes, such as implementation fidelity. However, in order to fully understand the effectiveness of most complex social and educational programs, an evaluation must provide diverse information. This article uses the Core Evaluation of the Collaboratives for Excellence in Teacher Preparation Program as a case example of how evaluations might meet the requirements of objective scientific evaluation while at the same time valuing and incorporating other evaluation purposes. The successes and limitations of the case example in achieving this blending are discussed.