1,721,008 research outputs found
Evaluation as adventure: taking that risk
No full textHelen Simons traces the values that underpin her preferred methodology of case study and democratic evaluation to the central values she gained from the land of her birth. She looks back to consider what early experiences may have influenced her deep commitment to these values and how they impacted on her professional world as a teacher, a psychologist, and an evaluator. Her interview transcript which was a stimulus for this article is here: http://onlinelibrary.wiley.com/wol1/doi/10.1002/ev.20302/suppinfo. Read only. This should not be used in any form without explicit permission from the author.</p
School self-evaluation for development: the case for and reflections on a training programme
No full textThis paper explores the case for schools conducting their own self-evaluation to serve the dual purpose of professional development within schools and accountability demands from external sources. The paper is in three parts. The first outlines the argument and benefits for schools conducting their own case study evaluation of their curriculum policies and practices, indicating how this approach is both similar to and different from external case study of schools. The second describes a training programme designed and implemented by the author to support schools in conducting evaluations that are valid, credible and useful. The third presents the participants' and author's reflections on the training and its outcomes and, through an example from one of the schools involved, illustrates what school self-evaluation looks like grounded in the actual experience of undertaking the process. From the evidence presented, the paper concludes that educational professionals, with appropriate support and training, are more than equal to the task of conducting credible and valid case study school self-evaluations
Evidence-based practice: panacea or over promise?
No full textThis issue on evidence-based practice in education locates the rise of contemporary interest in evidence-based practice in the political culture of our times and the dominant discourse, noted and critiqued in several of the papers, of the government's agenda of ‘what works’. It outlines the motivations and origins of the current movement and the different forms of evidence advanced to serve policy and practice. The paper briefly explores the oft-quoted parallel with evidence-based medicine and professional decision-making and with the field of evaluation, the context for the papers in this issue, where the tradition of using evidence to inform decision-making has not always led to informed policy decisions or improved practice. It also briefly examines the changes in terminology (e.g. ‘evidence-informed’ and ‘practice-based evidence’) which have evolved to reflect a broader range of evidence and the complexity of practice. Each of the papers is briefly outlined and common themes identified. The paper concludes by arguing that we may need to be more modest in our claims for evidence-based practice. The relationship between evidence and policymaking or practice is complex, affected by relationships, ideologies and professional preferences as much as by evidence. It is by no means a panacea for all contexts and practices
The politics and ethics of educational research in England: contemporary issues
No full textGovernment sponsored educational research is increasingly subject to contractual control over the design of the research, dissemination and publication and even the research process itself. This paper argues that this current policy context poses a threat to the quality of educational research and places severe limitations on the contribution it can make to the generation of public knowledge and the utilisation of research in educational policy-making and public debate. Focusing upon two contemporary issues—restrictive research contracts and conditions and the changing nature of ethical guidelines—the paper explores how the political context of recent years has led to changes in research contracts and ethical and political responses of formal associations. The paper concludes by examining a number of positions the educational research community can take in such a restrictive political climate, arguing, in particular, that professional organisations need to act both collectively and politically if they are to make any inroads into improving contractual conditions to protect quality research
Case Study Research in Practice
No full textCase Study Research in Practice explores the theory and practice of case study research. Helen Simons draws on her extensive experience of teaching and conducting case study to provide a comprehensive and practical account of how to design, conduct and communicate case study research. It addresses questions often raised by students and common misconceptions about case research. In four sections the book covers- Rationale, concept and design of case study research- Methods, ethics and reflexivity in case study- Interpreting, analyzing and reporting the case- Generalizing and theorizing in case study researchRich with 'tales from the field' and summary memos as an aide-memoire to future action, the book provides fresh insights and challenges for researchers to guide their practice of case study research.This is an ideal text for those studying and conducting case study research in education, health and social care, and related social science disciplines
- …
