Reconsidering context: Six underlying features of context to improve learning from evaluation


Creative Commons License

Coldwell M.

EVALUATION, cilt.25, ss.99-117, 2019 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 25 Konu: 1
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1177/1356389018803234
  • Dergi Adı: EVALUATION
  • Sayfa Sayıları: ss.99-117

Özet

This article considers the role of context in 'theory-based' evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. These features are applied to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation.