Rebecca H Woodland
Biographic Data
| ID | 1585170 |
|---|---|
| NAME | Rebecca H Woodland |
| GIVEN NAMES | Rebecca H |
| FAMILY NAME | Woodland |
| SIGNATURE | WOODLAND R H |
| AFFILIATIONS | University of Massachusetts Amherst |
| ORCID | 0000-0002-6350-4412 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From the Section Co-Editors
Assessing evaluation capacity in an early stage equity-focused organization
Deliberating across difference
Dialogue, listening, and compromise are essential elements of living in a democracy. In a highly partisan time, is it possible to reestablish common ground when it comes to how best to educate our children in and for democracy? Authors Brendan Sheran, Ashley Carey, Jack Schneider, Rebecca Woodland, and Kathryn McDermott, who are affiliated with Center for Education Policy (CEP) at the University of Massachusetts Amherst, outline a process called …
From the Section Editors
This editorial introduces the new editorial team and vision of the Teaching and Learning of Evaluation (T&L) Section. With deep expertise in evaluation theory, methodology, and practice, Schröter and Woodland bring a vision of advancing the pedagogy, andragogy, and heutagogy of evaluation through innovative practices and inclusivity. This note outlines the section's focus on systematically examining T&L in evaluation, showcasing articles that inf…
Reclaiming Logic Modeling for Evaluation
Logic modeling, the process that explicates how programs are constructed and theorized to bring about change, is considered to be standard evaluation practice. However, logic modeling is often experienced as a transactional, jargon-laden, discrete task undertaken to produce a document to comply with the expectations of an external entity, the consequences of which have minimal or even negative influence on the quality of program evaluation. This …
Anti-racism is not an initiative
There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring D…
Assessing organizational capacity for diffusion
Evaluating PK–12 Professional Learning Communities
Professional learning communities (PLCs) have emerged as one of the nation’s most widely implemented strategies for improving instruction and PK–12 student learning outcomes. PLCs are predicated on the principles of improvement science, a type of evidenced-based collective inquiry that aims to bridge the research–practice divide and increase organizational capacity to solve pressing problems of practice. In this article, the Teacher Collaboration…
Evaluating Organizational Collaborations
Collaboration is a widely utilized strategy for addressing complex social issues and for facilitating organizational innovation and performance. Evaluators are uniquely positioned to empirically examine the development and effects of interagency and interprofessional collaboration. In this article, the authors present the Collaboration Evaluation and Improvement Framework (CEIF), an extension of earlier work in collaboration theory development. T…
Evaluating Organizational Collaborations
Collaboration is a widely utilized strategy for addressing complex social issues and for facilitating organizational innovation and performance. Evaluators are uniquely positioned to empirically examine the development and effects of interagency and interprofessional collaboration. In this article, the authors present the Collaboration Evaluation and Improvement Framework (CEIF), an extension of earlier work in collaboration theory development. T…
Anti-racism is not an initiative
There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring D…
Reclaiming Logic Modeling for Evaluation
Logic modeling, the process that explicates how programs are constructed and theorized to bring about change, is considered to be standard evaluation practice. However, logic modeling is often experienced as a transactional, jargon-laden, discrete task undertaken to produce a document to comply with the expectations of an external entity, the consequences of which have minimal or even negative influence on the quality of program evaluation. This …
From the Section Editors
This editorial introduces the new editorial team and vision of the Teaching and Learning of Evaluation (T&L) Section. With deep expertise in evaluation theory, methodology, and practice, Schröter and Woodland bring a vision of advancing the pedagogy, andragogy, and heutagogy of evaluation through innovative practices and inclusivity. This note outlines the section's focus on systematically examining T&L in evaluation, showcasing articles that inf…
Evaluating PK–12 Professional Learning Communities
Professional learning communities (PLCs) have emerged as one of the nation’s most widely implemented strategies for improving instruction and PK–12 student learning outcomes. PLCs are predicated on the principles of improvement science, a type of evidenced-based collective inquiry that aims to bridge the research–practice divide and increase organizational capacity to solve pressing problems of practice. In this article, the Teacher Collaboration…
Evaluating Organizational Collaborations
Collaboration is a widely utilized strategy for addressing complex social issues and for facilitating organizational innovation and performance. Evaluators are uniquely positioned to empirically examine the development and effects of interagency and interprofessional collaboration. In this article, the authors present the Collaboration Evaluation and Improvement Framework (CEIF), an extension of earlier work in collaboration theory development. T…
Evaluating PK–12 Professional Learning Communities
Professional learning communities (PLCs) have emerged as one of the nation’s most widely implemented strategies for improving instruction and PK–12 student learning outcomes. PLCs are predicated on the principles of improvement science, a type of evidenced-based collective inquiry that aims to bridge the research–practice divide and increase organizational capacity to solve pressing problems of practice. In this article, the Teacher Collaboration…
Assessing organizational capacity for diffusion
Anti-racism is not an initiative
There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring D…
Deliberating across difference
Dialogue, listening, and compromise are essential elements of living in a democracy. In a highly partisan time, is it possible to reestablish common ground when it comes to how best to educate our children in and for democracy? Authors Brendan Sheran, Ashley Carey, Jack Schneider, Rebecca Woodland, and Kathryn McDermott, who are affiliated with Center for Education Policy (CEP) at the University of Massachusetts Amherst, outline a process called …
From the Section Editors
This editorial introduces the new editorial team and vision of the Teaching and Learning of Evaluation (T&L) Section. With deep expertise in evaluation theory, methodology, and practice, Schröter and Woodland bring a vision of advancing the pedagogy, andragogy, and heutagogy of evaluation through innovative practices and inclusivity. This note outlines the section's focus on systematically examining T&L in evaluation, showcasing articles that inf…
Reclaiming Logic Modeling for Evaluation
Logic modeling, the process that explicates how programs are constructed and theorized to bring about change, is considered to be standard evaluation practice. However, logic modeling is often experienced as a transactional, jargon-laden, discrete task undertaken to produce a document to comply with the expectations of an external entity, the consequences of which have minimal or even negative influence on the quality of program evaluation. This …
Assessing evaluation capacity in an early stage equity-focused organization
From the Section Co-Editors
Evaluation and Performance Assessment (5 works) · Computer Science (4 works) · Health Policy Implementation Science (4 works) · Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Business (3 works) · Educational Assessment and Improvement (3 works) · Pedagogy (3 works) · Community Health and Development (2 works)