Publisher's Synopsis
This volume analyzes how evaluation theorists apply their approach in practice. A scenario of a situation at an elementary school is presented to four prominent theorists, who describe how they would design and conduct an evaluation of the school′s program. The editors consider the theorists′ proposed evaluations, as well as their subsequent comments, to develop themes related to the influence of theory and context on practice. They also provide a comparative analysis of the theorists′ evaluation approaches in relation to the context of evaluation case presented. Evaluation theorists seem to be quite good at propounding on how they think the evaluation world ought to work. Yet do we really know that what theorists say they would do in practice is indeed what they would actually do? Evaluation, after all, is situational. Each context offers its own constituency, set of values, programmatic elements, bureaucratic hurdles, and other variables. This volume demonstrates why evaluators need to adapt their point of view to a particular situation, and provides much–needed study and analysis on the way in which they make those adaptations. This is the 106th volume of the Jossey–Bass quarterly report series New Directions for Evaluation.
