Improving Educational and Social Programs

A Planned Variation Cross-Validation Model

Datos Bibliográficos

ID12470566
AutoresStuart S Yeh (0000-0001-5111-134X, Harvard Children’s Initiative, Harvard University, 92 Bullough Park, Newton, MA 02460, autor de correspondencia)
Año2000
Volumen21
Número2
Páginas171-184
Fecha de publicación2000-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAmerican Journal of Evaluation (JOURNAL)
Identificadores de la revistaISSN: 1098-2140 • E-ISSN: 1557-0878
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/109821400002100204
OpenAlexW4240689065
IdiomaEN
Citas recibidas1
Referencias citadas14

Planned Variation evaluations implement and compare two or more promising variations of an educational or social program. In this paper, I argue that Planned Variation evaluations may be especially attractive to teachers and program operators, as well as university-based researchers. The establishment of university-based centers for evaluation could support wide-scale implementation of Planned Variation projects. These projects could facilitate the substitution of effective program variants for ineffective variants, bringing Campbell’s (1984) vision of the experimenting society to reality and fostering the use of research results. This paper contrasts the Planned Variation approach with participatory, empowerment, collaborative, utilization-focused, and black-box experimental approaches. The Planned Variation Cross-Validation Model is described and contrasted with alternative models for fostering improvement in social programs

Citizen journalism · Control (management · Empowerment · Participatory evaluation · Political science · Program evaluation · Social science · Sociology · Theory of planned behavior · Variation (astronomy · Community Health and Development · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Artificial Intelligence