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| Editors' Introduction: Contemporary Trends in Evaluation Research |
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xxi | |
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Volume I Contemporary Issues and Emerging Trends |
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Part 1 Contemporary Trends |
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Section 1 Research on Evaluation Theory, Methods, and Practice |
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1 Advancing Empirical Scholarship to Further Develop Evaluation Theory and Practice |
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3 | (14) |
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2 Developing Standards for Empirical Examinations of Evaluation Theory |
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17 | (12) |
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3 Research on Evaluation: A Needs Assessment |
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29 | (20) |
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4 Taking Stock of Empowerment Evaluation: An Empirical Review |
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49 | (30) |
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5 Designing Evaluations: A Study Examining Preferred Evaluation Designs of Educational Evaluators |
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79 | (22) |
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6 A Systematic Review of Theory-Driven Evaluation Practice from 1990 to 2009 |
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101 | (34) |
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7 Evaluator Characteristics and Methodological Choice |
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135 | (18) |
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8 Research on Evaluation Use: A Review of the Empirical Literature from 1986 to 2005 |
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153 | (32) |
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9 Evaluation Use: Results from a Survey of U.S. American Evaluation Association Members |
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185 | (22) |
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10 Going through the Process: An Examination of the Operationalization of Process Use in Empirical Research on Evaluation |
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207 | (20) |
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11 An Empirical Examination of Validity in Evaluation |
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227 | (22) |
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Section 1 Visualizing Evaluation Data |
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12 Data Visualization and Evaluation |
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249 | (24) |
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13 GIS in Evaluation: Utilizing the Power of Geographic Information Systems to Represent Evaluation Data |
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273 | (24) |
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14 Unlearning Some of Our Social Scientist Habits |
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297 | (6) |
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15 Reconceptualizing Evaluator Roles |
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303 | |
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Volume II Improving Quantitative Evaluation Designs |
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Part 1 Methodological Developments |
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Section 1 Perspectives on Validity |
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16 Validity Frameworks for Outcome Evaluation |
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3 | (12) |
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17 Refraining Validity in Research and Evaluation: A Multidimensional, Systematic Model of Valid Inference |
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15 | (12) |
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18 Recommendations for Practice: Justifying Claims of Generalizability |
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27 | (10) |
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Section 2 Perspectives on Causality |
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19 Campbell and Rubin: A Primer and Comparison of Their Approaches to Causal Inference in Field Settings |
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37 | (34) |
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20 Contemporary Thinking about Causation in Evaluation: A Dialogue with Tom Cook and Michael Scriven |
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71 | (18) |
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21 Campbell's and Rubin's Perspectives on Causal Inference |
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89 | (42) |
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22 Evaluating Methods for Estimating Program Effects |
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131 | (36) |
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23 Reflections Stimulated by the Comments of Shadish (2010) and West & Thoemmes (2010) |
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167 | (20) |
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24 An Economist's Perspective on Shadish (2010) and West and Thoemmes (2010) |
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187 | (20) |
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Part 2 Empirical Developments |
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Section 1 Quasi-Experiments that Resemble Experiments |
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25 Three Conditions under Which Experiments and Observational Studies Produce Comparable Causal Estimates: New Findings from Within-Study Comparisons |
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207 | (34) |
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26 Can Nonrandomized Experiments Yield Accurate Answers? A Randomized Experiment Comparing Random and Nonrandom Assignments |
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241 | (22) |
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27 Comment: The Design and Analysis of Gold Standard Randomized Experiments |
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263 | (8) |
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271 | (8) |
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29 An Assessment of Propensity Score Matching as a Nonexperimental Impact Estimator: Evidence from Mexico's PROGRESA Program |
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279 | (26) |
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30 Examining the Internal Validity and Statistical Precision of the Comparative Interrupted Time Series Design by Comparison with a Randomized Experiment |
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305 | (20) |
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Section 2 Improving the Design of Cluster-randomized Trials |
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31 Emergent Principles for the Design, Implementation, and Analysis of Cluster-based Experiments in Social Science |
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325 | (24) |
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32 Using Covariates to Improve Precision for Studies that Randomize Schools to Evaluate Educational Interventions |
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349 | (38) |
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33 Strategies for Improving Precision in Group-randomized Experiments |
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387 | (32) |
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34 Intraclass Correlations and Covariate Outcome Correlations for Planning Two- and Three-Level Cluster-randomized Experiments in Education |
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419 | (32) |
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35 The Implications of "Contamination" for Experimental Design in Education |
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451 | (26) |
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36 Stratified Sampling Using Cluster Analysis: A Sample Selection Strategy for Improved Generalizations from Experiments |
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477 | |
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Volume III Developments in Qualitative and Mixed Methods |
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Part 1 Developments in Qualitative Methods |
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Section 1 Advances in Qualitative Analysis Techniques |
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37 A General Inductive Approach for Analyzing Qualitative Evaluation Data |
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3 | (14) |
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38 Qualitative Comparative Analysis (QCA) and Related Systematic Comparative Methods: Recent Advances and Remaining Challenges for Social Science Research |
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17 | (26) |
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39 A New Realistic Evaluation Analysis Method: Linked Coding of Context, Mechanism, and Outcome Relationships |
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43 | (14) |
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40 A Proposed Model for the Analysis and Interpretation of Focus Groups in Evaluation Research |
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57 | (24) |
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Part 2 Developments in Mixed Methods |
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Section 1 Defining Mixed Methods |
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41 Mixed Methods Research: A Research Paradigm Whose Time Has Come |
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81 | (24) |
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42 Toward a Definition of Mixed Methods Research |
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105 | (26) |
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43 Integrating Quantitative and Qualitative Research: How Is It Done? |
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131 | (16) |
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44 Is Mixed Methods Social Inquiry a Distinctive Methodology? |
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147 | (18) |
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45 Introduction: Putting the MLXED Back Into Quantitative and Qualitative Research in Educational Research and Beyond: Moving toward the Radical Middle |
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165 | (42) |
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Section 2 Mixed Methods Typologies |
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46 Conducting Mixed Analyses: A General Typology |
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207 | (18) |
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47 A Typology of Mixed Methods Research Designs |
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225 | (14) |
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Section 3 Mixed Methods in Practice |
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48 Transformative Paradigm: Mixed Methods and Social Justice |
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239 | (16) |
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49 Communities of Practice: A Research Paradigm for the Mixed Methods Approach |
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255 | (16) |
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50 Mixed Methods and Credibility of Evidence in Evaluation |
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271 | (8) |
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51 Guidelines for Conducting and Reporting Mixed Research in the Field of Counseling and Beyond |
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279 | |
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Volume IV Enduring Issues of Training and Practice |
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Part 1 Enduring Issues of Evaluation Practice |
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52 Quality, Context, and Use: Issues in Achieving the Goals of Metaevaluation |
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3 | (16) |
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53 Concurrent Meta-Evaluation: A Critique |
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19 | (14) |
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54 Metaevaluation in Practice: Selection and Application of Criteria |
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33 | (18) |
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55 Evaluating the Quality of Self-Evaluations: The (Mis)match between Internal and External Meta-Evaluation |
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51 | (16) |
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56 Meta-Evaluation Revisited |
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67 | (8) |
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57 Expanding the Conversation on Evaluation Ethics |
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75 | (8) |
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58 The Good, the Bad, and the Evaluator: 25 Years of AJE Ethics |
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83 | (24) |
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59 Ethics and Development Evaluation: Introduction |
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107 | (10) |
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60 Everyday Ethics: Reflections on Practice |
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117 | (16) |
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61 Nonparticipant to Participant: A Methodological Perspective on Evaluator Ethics |
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133 | (8) |
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Section 3 Using Program Theory in Evaluation |
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62 Constructing Theories of Change: Methods and Sources |
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141 | (22) |
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63 Unpacking Black Boxes: Mechanisms and Theory Building in Evaluation |
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163 | (24) |
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64 Using Programme Theory to Evaluate Complicated and Complex Aspects of Interventions |
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187 | (22) |
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Part 2 Enduring Issues of Evaluation Training |
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Section 1 Evaluation Capacity Building/Development |
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65 A Research Synthesis of the Evaluation Capacity Building Literature |
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209 | (36) |
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66 A Multidisciplinary Model of Evaluation Capacity Building |
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245 | (22) |
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67 Measuring Evaluation Capacity -- Results and Implications of a Danish Study |
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267 | (26) |
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68 A Self-Assessment Procedure for Use in Evaluation Training |
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293 | (20) |
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Section 2 Evaluator Competence |
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69 Establishing Essential Competencies for Program Evaluators |
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313 | (20) |
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70 Evaluator Competencies: What's Taught versus What's Sought |
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333 | (24) |
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71 A Conversation on Multicultural Competence in Evaluation |
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357 | (16) |
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72 Development and Validation of the Cultural Competence of Program Evaluators (CCPE) Self-Report Scale |
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373 | (22) |
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73 Emphasizing Cultural Competence in Evaluation: A Process-Oriented Approach |
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395 | |
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