Personalizing Evaluation
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Personalizing Evaluation
`A brilliant piece of work, adroitly fitted to the present state of affairs in program evaluation, devoted to a defensible and under-attended proposition - that we should understand programs through their recipients' - Robert Stake, University of Illinois, Urbana-Champaign `This book makes an important and unique contribution to evaluation' - Michael Quinn Patton, The Union Institute, Minneapolis Personalizing Evaluation challenges the mainstream approach to program evaluation by inverting the traditional relationship between program and person. Saville Kushner shows how evaluation should document individual and group experience and use this as a lens through which to read social
Encyclopedia of Evaluation
All humans are nascent evaluators. Evaluation has been with us throughout history, and in its modern form has moved from the margins to the centers of organizations, agencies, educational institutions, and corporate boardrooms. No longer a specialized, part-time activity, evaluation has become institutionalized, a common practice, and indeed an important commodity in political and social life. The Encyclopedia of Evaluation is an authoritative, first-of-its-kind who, what, where, why, and how of the field of evaluation. Covering professional practice as well as academia, this volume chronicles the development of the field--its history, key figures, theories, approaches, and goals. From the leading publisher in the field of evaluation, this work is a must-have for all social science libraries, departments that offer courses in evaluation, and students and professional evaluators around the world. The entries in this Encyclopedia capture the essence of evaluation as a practice (methods, techniques, roles, people), as a profession (professional obligations, shared knowledge, ethical imperatives, events, places) and as a discipline (theories and models of evaluation, ontological and epistemological issues). International Scope Despite the fact that evaluation practice is not institutionalized in the same way around the world, the encyclopedia recognizes the international growth of the profession, due in large part to organizations such as UNICEF, the World Bank, and USAID. Entries cover the following: Afghanistan, Belgium, Cambodia, Ethiopia, Germany, Greece, Guyana, Israel, Netherlands, Niger, Scotland, South Africa, Spain, and Uganda. In addition, the international group of authors includes contributions from more than a dozen nations. There are a number of stories about evaluation practice around the world that are set off as sidebars in the text. These stories provide a glimpse into the nature of evaluation practice in a diverse set of circumstances, delineate the common and uncommon issues for evaluators around the world, and point to the complexities of importing evaluation from one culture to another. Interdisciplinary Methodological Coverage Much of the practice of evaluation has grown out of the social science research tradition. While psychological methods and psychometrics continue to be useful, evaluation research today draws from a wide range of disciplines, including anthropology, education, political science, literary criticism, systems theory, and others. This Encyclopedia covers all of the relevant methodologies, including both qualitative and quantitative approaches. Evaluators and Theories The Encyclopedia of Evaluation includes significant coverage of the major figures in the field throughout its history. Many of these figures are well known for a particular theory or approach, and whenever applicable, the entries make this connection for the reader as well as provide references for further reading. Good examples include Michael Quinn Patton and Utilization-Focused Evaluation, David Fetterman and Empowerment Evaluation, Daniel Stufflebeam′s CIPP Model of Evaluation, and Huey Chen and Theory-driven Evaluations. Key Themes * Concepts, Evaluation* Concepts, Methodological* Concepts, Philosophical* Concepts, Social Science* Ethics and Standards* Evaluation Approaches and Models* Evaluation around the World, Stories* Evaluation Planning* Evaluation Theory* Laws and Legislation* Organizations* People* Publications* Qualitative Methods* Quantitative Methods* Representation, Reporting, Communicating* Systems* Technology* Utilization Key Features * More than 100 contributors from around the world* Single, affordable volume with nearly 600 entries arranged alphabetically* Entries written by an international team of experts, including narratives that depict evaluation practice around the world* Reader′s Guide arranges entries into 18 thematic categories to facilitate browsing among core topics Editorial Board Ross Connor, University of California, IrvineLois-Ellin Datta, ConsultantMelissa Freeman, University at AlbanyRodney Hopson, Duquesne UniversitySaville Kushner, University of the West of England, U.K.Yvonna S. Lincoln, Texas A&M UniversityCheryl MacNeil, Community Activist and Evaluation ConsultantDonna M. Mertens, Gallaudet University, Washington DCJames Mugaju, UNICEFZenda Ofir, EvalNetMichael Quinn Patton, Union Institute and UniversityHallie Preskill, University of New MexicoDebra Rog, Vanderbilt UniversityPatricia Rogers, Evaluation Practitioner, Researcher, and EducatorThomas A. Schwandt, University of Illinois, Urbana-ChampaignMichael Scriven, Auckland University, New ZealandElizabeth Whitmore, Carleton University, Canada
Evaluation of Principles and Best Practices in Personalized Learning
A tremendous amount of money is being steered toward personalized learning (PL) initiatives at the federal, state, and local levels, and it is important to understand the return on the investment in students’ futures. It is only through rigorous discussions that educators and policymakers will be able to determine if PL is a passing fad or if it possesses the staying power necessary to show a positive impact on student achievement. Evaluation of Principles and Best Practices in Personalized Learning is a critical scholarly publication that explores the modern push for schools to implement PL environments and the continuing research to understand the best strategies and implementation methods for personalizing education. It seeks to begin creating a standardized language and standardized approach to the PL initiative and to investigate the implications it has on the educational system. Additionally, this book adds to the professional discussion of PL by looking at both the advantages and disadvantages of PL, the teacher’s role in PL, creating a PL program to scale, the role of technology and PL, the special education population and PL, emerging research on PL, and case studies involving PL. Featuring research on a wide range of topics such as blended learning, preservice teachers, and special education, this book is ideal for teachers, administrators, academicians, policymakers, researchers, and students.