Subject Index
a
| action research 8 , 10 , 75 , 86 , 87-9 , 93-5 , 98 , 99 , 100-1 , 104-5 , 162 |
| emancipatory 10 , 101 , 105 |
| historical perspective on 86 , 100 |
| practical 87-9 , 105 |
| process issues in 93-5 , 98 |
| social justice and 10 |
| variations in form 87-9 , 100 , 104 |
| applied social research (see evaluation) |
c
| charitable foundation 72 , 78 |
| classroom assessment 115-38 |
| conflict model 105 |
| curriculum review, development and implementation 22 , 33 , 89-91 , 160 , 161 |
d
| dissemination competence 103 |
e
| educational change 1 , 159 , 174-5 |
| educational research 103 , 115-38 |
| educational researchers 128 |
| evaluation 8 , 9 , 10 , 34 , 79 , 86-7 , 89 , 96-7 , 103-6 , 108 , 115 , 140-55 |
| as a political activity 34 , 90 , 96-7 , 106 , 108 |
| constructivist paradigm in 142-3 |
| democratization of 34 |
| focussed interviews for 22 , 31 |
| international context for 140-55 |
| hyper-rationality and 106 , 164 |
| methodological diversity in 34 |
| purposes 33 , 79 , 86 , 106 , 144 |
| responsive 87 , 104 , 105 , 142 |
| technical rigor 8 , 89 , 105 |
| utilization 9 , 10 , 86-7 , 103 |
| theory 115 |
| evaluation process 21-6 , 33 , 41-3 , 46-9 , 51 , 56-9 , 63-4 , 67 , 69 , 76-81 , 82 , 91 , 92 , 118-25 , 143-5 , 149-50 |
| data analysis 23 , 25 , 42 , 56 , 58 , 63-4 , 67 , 92 , 120 , 145 , 172 |
| data collection 23 , 25 , 42 , 56-7 , 58 , 92 , 119-22 , 144 , 149 |
| dissemination 29 , 43 , 56 , 58 , 78 , 79 , 80 , 81 , 167 , 172 , 177 |
| planning 22 , 25 , 42 , 76 , 79 , 91-2 , 118-9 , 143-4 , 148-50 , 166-7 |
| reporting 23 , 25 , 56-7 , 58 , 64 , 91 , 124-5 |
| ownership of 23 , 25 , 26 , 38 , 62 , 82 , 91 , 118-9 , 149-50 |
| team building 38 , 56-9 |
| evaluation utilization (see utilization of evaluation data) |
| evaluation of training 140-55 |
| evaluator's role 8 , 9 , 99 , 104 , 106 , 128-9 , 177 |
| emancipation 151 |
| empowerment 9 , 39 , 44 , 45 , 50 , 53 , 63 , 64 , 105 , 127 , 140 , 146-53 , 165 , 168 , 170 , 172 |
| factors influencing 147-50 |
| external evaluation 55-71 , 72-85 , 91-95 , 108-9 , 113-38 , 172 , 177 |
| charitable foundation involvement 72-85 , 109 |
| field centre involvement 55-71 , 108 |
| centre for applied research involvement 91-5 |
| university-based evaluator involvement 55-71 , 91-5 , 115-38 |
f
| field centres 55 |
h
| human learning 5 , 105 |
i
| influences on schools 4 , 33 , 93 |
| internal evaluation 21-32 , 33-53 , 107-8 , 172 , 177 |
| district research unit 21 , 107 |
| requirements of effective 31 |
| model of 33 |
-190-
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: Participatory Evaluation in Education: Studies in Evaluation Use and Organizational Learning.
Contributors: J. Bradley Cousins - Editor, Lorna M. Earl - Editor.
Publisher: Falmer Press.
Place of publication: London.
Publication year: 1995.
Page number: 190.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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