Bringing together the expertise of top evaluation leaders from around the world, The SAGE International Handbook of Educational Evaluation addresses methods and applications in the field, particularly as they relate to policy- and decision-making in an era of globalization. The comprehensive collection of articles in the Handbook compels readers to consider globalization influences on educational evaluation within distinct genres or families of evaluation approaches.
Key Features
- Discusses substantive issues surrounding globalization, and its implication for educational policy and practice and ultimately evaluation;
- Includes state-of-the-art theory chapters and method chapters within scientific, accountability-oriented, learning-oriented, and political genres of evaluation approaches;
- Provides real-world case exemplar chapters to illustrate core concepts within genres;
- Extends dialogue on controversial topics and contemporary educational evaluation tensions in the context of globalization;
- Summarizes, by means of an integration chapter, the issues, tensions and dilemmas confronting educational evaluators in an era of globalization.
Serving as a state-of-the-art resource on educational evaluation, this volume is designed for graduate students, evaluation scholars and researchers and professional evaluation practitioners with an interest in educational program and policy evaluation.
قائمة المحتويات
Introduction
Acknowledgments
PART I. THE EDUCATIONAL EVALUATION CONTEXT
1. Globalization and Policy Research in Education – Fazal Rizvi
2. Globalizing Influences on the Western Evaluation Imaginary – Thomas A. Schwandt
3. Fundamental Evaluation Issues in a Global Society – Nick L. Smith
PART II. THE ROLE OF SCIENCE IN EDUCATIONAL EVALUATION
4. Evaluation, Method Choices, and Pathways to Consequences: Trying to Making Sense of How Evaluation Can Contribute to Sensemaking
5. Randomized Experiments and Quasi-Experimental Designs in Educational Research – Peter M. Steiner, Angela Wroblewski & Thomas D. Cook
6. Enhancing Impact Evidence on How Global Education Initiatives Work: Theory, Epistemological Foundations, and Principles for Applying Multiphase, Mixed Method Designs
7. The Evaluation of the Georgia Pre-K Program: An Example of a Scientific Evaluation of an Early Education Program – Gary T. Henry & Dana K. Rickman
8. Globalization-Blessing and Bane in Empirical Evaluation: Lessons in Three Acts – Jacob Marszalek & Debra D. Bragg
9. Science-Based Educational Evaluation and Student Learning in a Global Society: A Critical Appraisal – Lois-ellin Datta
PART III. EDUCATIONAL EVALUATION, CAPACITY BUILDING, AND MONITORING
10. Evaluation, Accountability and Performance Measurement in National Education Systems: Trends, Methods, and Issues – Katherine E. Ryan
11. A Precarious Balance: Educational Evaluation Capacity Building in a Globalized Society
12. International Assessments and Indicators: How Will Assessments and Performance Indicators Improve Educational Policies and Practices in a Globalized Society?
13. Exemplary Case: Implementing Large-Scale Assessment of Education in Mexico
14. Inquiry-Minded District Leaders: Evaluation as Inquiry, Inquiry as Practice
15. Where Global Meets Local: Contexts, Constraints, and Consensus in School Evaluation in Ireland – Gerry Mc Namara & Joe O?Hara
16. Accountability and Capacity Building: Can They Live Together?
PART IV. EDUCATIONAL EVALUATION AS LEARNING AND DISCOVERY
17. Learning-Oriented Educational Evaluation in Contemporary Society
18. Meaningfully Engaging With Difference Through Mixed Methods Educational Evaluation
19. Case Study Methods in Educational Evaluation – Linda Mabry
20. Developing a Community of Practice: Learning and Transformation Through Evaluation
21. Learning-in-(Inter)action: A Dialogical Turn to Evaluation and Learning
22. Educational Evaluation as Mediated Mutual Learning – John Elliott
PART V. EDUCATIONAL EVALUATION IN A POLITICAL WORLD
23. Own Goals: Democracy, Evaluation, and Rights in Millennium Projects
24. Reclaiming Knowledge at the Margins: Culturally Responsive Evaluation in the Current Evaluation Moment
25. Evaluation for and by Navajos: A Narrative Case of the Irrelevance of Globalization – Stafford Hood
26. Dialogue, Deliberation and Democracy in Educational Evaluation: Theoretical Arguments and a Case Narrative
27. Pursuing the Wrong Indicators? The Development and Impact of Test-Based Accountability
PART VI. EDUCATIONAL EVALUATION: OPPORTUNITIES AND NEW DILEMMAS
28. Evaluation and Educational Policymaking
29. Technology and Educational Evaluation – Michael Scriven
30. Serving the Public Interest Through Educational Evaluation: Salvaging Democracy by Rejecting Neoliberalism
31. Dilemmas for Educational Evaluation in a Globalized Society – J. Bradley Cousins & Katherine Ryan
Author Index
Subject Index
About the Editors
About the Contributors
عن المؤلف
J. Bradley Cousins is professor of Evaluation at the Faculty of Education, University of Ottawa. Cousins’ main interests are in program evaluation including participatory and collaborative approaches, use, and capacity building. He received his Ph D in Educational Measurement and Evaluation from the University of Toronto in 1988. Throughout his career he has received several awards for his work in evaluation including the Contribution to Evaluation in Canada award (CES, 1999), the Paul F. Lazarsfeld Award for Theory in Evaluation (AEA, 2008) and the AERA Research on Evaluation Distinguished Scholar Award (2011). He has published many articles and books on evaluation and was editor of the Canadian Journal of Program Evaluation from 2002 to 2010. Throughout his career, Cousins has had considerable experience planning, delivering, and evaluating evaluation training and capacity building in Canada and abroad. Internationally he led evaluation capacity building in Central and West Africa and a major three and one-half year project in India. He is currently leading a nation-wide evaluation of teacher in-service training in that country in collaboration with several of the people he had previously trained. Cousins completed a three and one-half year term as director of the Centre for Research on Educational and Community Services at the University of Ottawa in July 2015. He continues to be an active member of CRECS, which has a strong mandate for research and evaluation capacity building. For more information, visit www.crecs.uottawa.ca.
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