Jennifer C Greene
Biographic Data
| ID | 3610307 |
|---|---|
| NAME | Jennifer C Greene |
| GIVEN NAMES | Jennifer C |
| FAMILY NAME | Greene |
| SIGNATURE | GREENE J C |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 204 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 7 |
A Lot of It Really Does Come Down to Values”: An Empirical Study of the Values Advanced by Seasoned Evaluators
This study challenges persistent misrepresentations of evaluation as a value-neutral inquiry process by presenting an empirical study that deepens understanding of evaluators’ values and how they “show up” in evaluation practice. Through semistructured interviews and inductive analysis, we examined the values advanced by a sample of eight experienced evaluators. We surfaced and examined 12 values, which we organized into five clusters, that shape…
Enriching evaluation practice through care ethics
Recently, several authors have called for a critical assessment of the normative dimensions of evaluation practice. This article responds to this call by demonstrating how evaluation practice can be enriched through deliberate engagement with care ethics. Care ethics has a relational and practice view of morality and places caring relationships and responsibilities at the forefront of our being in the world. We will demonstrate how care ethics, i…
In Tribute to Lyn Shulha: The Authentic Evaluator
With great honour, I offer a modest commentary 1 on the articles in this special issue of the Canadian Journal of Program Evaluation, complemented by reflections on my decades of interactions with and memories of Lyn. My commentary underscores the enduring legacy of Lyn’s significant contributions to the field of evaluation. These contributions largely, though not exclusively, reside in three domains: collaborative approaches to evaluation, the f…
The Emergence of Mixing Methods in the Field of Evaluation
When and how did the contemporary practice of mixing methods in social inquiry get started? What events transpired to catalyze the explosive conceptual development and practical adoption of mixed methods social inquiry over recent decades? How has this development progressed? What "next steps" would be most constructive? These questions are engaged in this personally narrative account of the beginnings of the contemporary mixed methods phenomenon…
Exploring Alternative Approaches for Presenting Evaluation Results
Evaluators have an obligation to present clearly the results of their evaluative efforts. Traditionally, such presentations showcase formal written and oral reports, with dispassionate language and graphs, tables, quotes, and vignettes. These traditional forms do not reach all audiences nor are they likely to include the most powerful presentation possibilities. In this article, we share our use of alternative presentation formats, undertaken to …
On rhizomes, lines of flight, mangles, and other assemblages
This commentary offers an outsider’s perspectives on this Deleuzian- and Baradian-inspired constellation of ideas on “post-qualitative research.” My perspectives engage three primary issues: First, is this way of thinking about post-qualitative research still research? Second, the “post” part of the “post-qualitative research” label suggests movement and trajectory, but from where and, perhaps more importantly, to where and to what? And third, wh…
Engaging Critical Issues in Social Inquiry by Mixing Methods
Across the methodological spectrum, social inquirers today are challenged by a set of critical issues. These include the complexity of human phenomena, the location of context in human action, the role of values in inquiry, and the role of inquiry in society. Different methodological traditions offer different responses to these challenges, responses that, in turn, shape the knowledge generated from a study and the warrants for that knowledge. Th…
Values Engagement in Evaluation: Ideas, Illustrations, and Implications
Values-engagement in evaluation involves both describing stakeholder values and prescribing certain values. Describing stakeholder values is common practice in responsive evaluation traditions. Prescribing or advocating particular values is only explicitly part of democratic, culturally responsive, critical, and other openly ideological traditions in evaluation, but we argue that it is implicit in all evaluation approaches and practices. In this …
Dialectics and Pragmatism: Being of Consequence
From Program to Network: The Evaluator’s Role in Today’s Public Problem-Solving Environment
Today’s public policy discussions increasingly focus on how networks of public and private actors collaborate across organizational, sectoral, and geographical boundaries to solve increasingly complex problems. Yet, many of evaluation’s key concepts, including the evaluator’s role, assume an evaluand that is programmatically or organizationally defined and bounded. This article explores the implications of this changing public policy environment …
Memories of a Novice, Learning From a Master
In Tribute to Egon Guba
Is Mixed Methods Social Inquiry a Distinctive Methodology
This article addresses the merits of and warrants for considering mixed methods social inquiry as a distinctive methodology. In each of four methodological domains—philosophy, methodology, practical guidelines, and sociopolitical commitments—the status of the mixed methods field is reviewed. Signal accomplishments are noted in each domain, as are important priorities for further development
Quieting Educational Reform… With Educational Reform
The authors report on an evaluation of a comprehensive school reform initiative in one elementary school intended to provide meaningful and sustainable structure, substance, and support to the school’s critical need to improve students’ standardized test scores. Serious implementation and communication problems during the year of the evaluation suggested that the reform itself was misdirected. Teachers’ accounts of their participation in the init…
Reflections on the Use of Narrative in Evaluation
In this article, we tell the story of our evaluation of an intergenerational storytelling program. The story offers our reflections on the evolution of our practice, from an initial evaluation approach of interpretive responsiveness to an ending framework of narrative for this evaluation. The paper is structured so that it reflects the interwoven quality of narrative, as we tell the story of the program within the story of our practice. We conclu…
Commentary: Margaret Mead, the Salzburg Seminar, and A Historical Evaluation Report
With a Splash of Soda, Please: Towards Active Engagement with Difference
In the previous critique, Saville Kushner has offered a very thoughtful and provocative commentary on our statement about the merits of mixed-method approaches to contemporary program and policy evaluation, published in Volume 7, Issue 1 of Evaluation. I am very honored that Saville took our work seriously enough to read it as carefully as he did. I am also pleased that his commentary so richly invites further conversation. This response is offer…
Mixed-method evaluation: A way of democratically engaging with difference
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
The Merits of Mixing Methods in Evaluation
Evaluators are challenged to understand human behavior in all of its natural complexity and individuality. Our work is conducted in natural settings, where history and context matter, where human behavior traces complex patterns of influence and relationship, where what is meaningful to those in the setting is both phenomenological and structural, arising from both lived experiences and the societal institutions that frame and shape those experie…
Dialogue in Evaluation: A Relational Perspective
Dialogue in evaluation is presented as a fundamental value commitment to engagement, particularly engagement with the relational, moral and political dimensions of our contexts and our craft. Because it is at root a relational and communicative activity, effective dialogue in evaluation is inclusive of all legitimate stakeholder interests and involves interactions that are respectful, reciprocal and equitable. Effective dialogue, in turn, can enh…
Evaluation of the Natural Resources Leadership Program, 1995 through 1998
Evaluation Extrapolations
The Inequality of Performance Measurements
Performance measurement systems are cast as significant responses to contemporary public demands for government accountability for social spending and social programs. Performance measurements are then critiqued as inadequate measures of social program quality, as inadequate representations of program quality, and as at odds with evaluative processes that advance the ideals of deliberative democracy
Defining and describing the paradigm issue in mixed‐method evaluation
Current stances on mixing methods and paradigms are described and critiqued. Ideas are offered for advancing mixed‐method evaluation beyond age‐worn paradigm debates.
Is Mixed Methods Social Inquiry a Distinctive Methodology
This article addresses the merits of and warrants for considering mixed methods social inquiry as a distinctive methodology. In each of four methodological domains—philosophy, methodology, practical guidelines, and sociopolitical commitments—the status of the mixed methods field is reviewed. Signal accomplishments are noted in each domain, as are important priorities for further development
The Merits of Mixing Methods in Evaluation
Evaluators are challenged to understand human behavior in all of its natural complexity and individuality. Our work is conducted in natural settings, where history and context matter, where human behavior traces complex patterns of influence and relationship, where what is meaningful to those in the setting is both phenomenological and structural, arising from both lived experiences and the societal institutions that frame and shape those experie…
On rhizomes, lines of flight, mangles, and other assemblages
This commentary offers an outsider’s perspectives on this Deleuzian- and Baradian-inspired constellation of ideas on “post-qualitative research.” My perspectives engage three primary issues: First, is this way of thinking about post-qualitative research still research? Second, the “post” part of the “post-qualitative research” label suggests movement and trajectory, but from where and, perhaps more importantly, to where and to what? And third, wh…
Values Engagement in Evaluation: Ideas, Illustrations, and Implications
Values-engagement in evaluation involves both describing stakeholder values and prescribing certain values. Describing stakeholder values is common practice in responsive evaluation traditions. Prescribing or advocating particular values is only explicitly part of democratic, culturally responsive, critical, and other openly ideological traditions in evaluation, but we argue that it is implicit in all evaluation approaches and practices. In this …
Reflections on the Use of Narrative in Evaluation
In this article, we tell the story of our evaluation of an intergenerational storytelling program. The story offers our reflections on the evolution of our practice, from an initial evaluation approach of interpretive responsiveness to an ending framework of narrative for this evaluation. The paper is structured so that it reflects the interwoven quality of narrative, as we tell the story of the program within the story of our practice. We conclu…
Dialogue in Evaluation: A Relational Perspective
Dialogue in evaluation is presented as a fundamental value commitment to engagement, particularly engagement with the relational, moral and political dimensions of our contexts and our craft. Because it is at root a relational and communicative activity, effective dialogue in evaluation is inclusive of all legitimate stakeholder interests and involves interactions that are respectful, reciprocal and equitable. Effective dialogue, in turn, can enh…
The Inequality of Performance Measurements
Performance measurement systems are cast as significant responses to contemporary public demands for government accountability for social spending and social programs. Performance measurements are then critiqued as inadequate measures of social program quality, as inadequate representations of program quality, and as at odds with evaluative processes that advance the ideals of deliberative democracy
Qualitative Evaluation and Scientific Citizenship: Reflections and Refractions
Qualitative approaches to evaluation have recently attained legitimacy. Now it's time to advance their influence. Towards that end, this discussion offers a self-reflective critique of four critical issues in qualitative evaluation: relativism, theory and generalization, warrant and inquiry criteria, and positioning. Refractions from this critique embolden a recentering of qualitative evaluation around its socio-political value dimensions and a c…
With a Splash of Soda, Please: Towards Active Engagement with Difference
In the previous critique, Saville Kushner has offered a very thoughtful and provocative commentary on our statement about the merits of mixed-method approaches to contemporary program and policy evaluation, published in Volume 7, Issue 1 of Evaluation. I am very honored that Saville took our work seriously enough to read it as carefully as he did. I am also pleased that his commentary so richly invites further conversation. This response is offer…
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
The Practitioner's Perspective
The positions advanced by Eisner, Guba, and Barone this symposium share many of the tenets of a logic of inquiry variously called qualitative, ethnographic, naturalistic (Lincoln and Guba 1985), or constructivist (Guba and Lincoln 1989). However, Smith's (1989) term, interpretivism, is surely the better one, for it directly connotes a central premise of this many-named framework, namely, that in the world of human experience, there is only interp…
Enriching evaluation practice through care ethics
Recently, several authors have called for a critical assessment of the normative dimensions of evaluation practice. This article responds to this call by demonstrating how evaluation practice can be enriched through deliberate engagement with care ethics. Care ethics has a relational and practice view of morality and places caring relationships and responsibilities at the forefront of our being in the world. We will demonstrate how care ethics, i…
Engaging Critical Issues in Social Inquiry by Mixing Methods
Across the methodological spectrum, social inquirers today are challenged by a set of critical issues. These include the complexity of human phenomena, the location of context in human action, the role of values in inquiry, and the role of inquiry in society. Different methodological traditions offer different responses to these challenges, responses that, in turn, shape the knowledge generated from a study and the warrants for that knowledge. Th…
The evolution of evaluation methodology
1991). The evolution of evaluation methodology. Theory Into Practice: Vol. 30, Educational Evaluation: An Evolving Field, pp. 13-21
Evaluation Extrapolations
From Program to Network: The Evaluator’s Role in Today’s Public Problem-Solving Environment
Today’s public policy discussions increasingly focus on how networks of public and private actors collaborate across organizational, sectoral, and geographical boundaries to solve increasingly complex problems. Yet, many of evaluation’s key concepts, including the evaluator’s role, assume an evaluand that is programmatically or organizationally defined and bounded. This article explores the implications of this changing public policy environment …
Exploring Alternative Approaches for Presenting Evaluation Results
Evaluators have an obligation to present clearly the results of their evaluative efforts. Traditionally, such presentations showcase formal written and oral reports, with dispassionate language and graphs, tables, quotes, and vignettes. These traditional forms do not reach all audiences nor are they likely to include the most powerful presentation possibilities. In this article, we share our use of alternative presentation formats, undertaken to …
Memories of a Novice, Learning From a Master
Commentary: Margaret Mead, the Salzburg Seminar, and A Historical Evaluation Report
Evaluation of the Natural Resources Leadership Program, 1995 through 1998
Individual and Teacher/Class Effects in Aptitude Treatment Studies
Selected results from an ATI (aptitude × treatment interaction) study are presented in support of the importance of including class analyses in ATI research. This study investigated the interactive effects on performance and motivation of four motivational aptitudes and two cognitive aptitudes with a choice versus no-choice treatment manipulation. Both treatments were implemented in each of nine fourth- or fifth-grade classrooms (n = 165) over a …
Individual and Teacher/Class Effects in Aptitude Treatment Studies
Selected results from an ATI (aptitude × treatment interaction) study are presented in support of the importance of including class analyses in ATI research. This study investigated the interactive effects on performance and motivation of four motivational aptitudes and two cognitive aptitudes with a choice versus no-choice treatment manipulation. Both treatments were implemented in each of nine fourth- or fifth-grade classrooms (n = 165) over a …
Relationships Among Learning and Attribution Theory Motivational Variables
Among the factors contributing to our incomplete understanding of motivation in elementary school classrooms is that most motivational research is conducted within one of several independent or competing strands, each focused on different variables. This concern was addressed by investigating interrelationships among motivational variables drawn from locus of control (LOC) theory (locus of control, incentive value) and from attribution theory (se…
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such practice, however, needs to be grounded in a theory that can meaningfully guide the design and implementation of mixed-method evaluations. In this study, a mixed-method conceptual framework was developed from the theoretical literature and then refined thro…
The evolution of evaluation methodology
1991). The evolution of evaluation methodology. Theory Into Practice: Vol. 30, Educational Evaluation: An Evolving Field, pp. 13-21
Understanding hunger and developing indicators to assess it in women and children
The lack of an operational definition for hunger has been frequently cited as a barrier to progress in addressing the problem. The purposes of this research were to develop an understanding of hunger from the perspective of women who had experienced it and to construct and evaluate indicators to measure hunger directly in similar populations. In-depth interviews were conducted with 32 women of childbearing age from rural and urban areas of Upstat…
The Practitioner's Perspective
The positions advanced by Eisner, Guba, and Barone this symposium share many of the tenets of a logic of inquiry variously called qualitative, ethnographic, naturalistic (Lincoln and Guba 1985), or constructivist (Guba and Lincoln 1989). However, Smith's (1989) term, interpretivism, is surely the better one, for it directly connotes a central premise of this many-named framework, namely, that in the world of human experience, there is only interp…
Data Analysis Strategies for Mixed-Method Evaluation Designs
Four integrative data analysis strategies for mixed-method evaluation designs are derived from and illustrated by empirical practice: data transformation, typology development, extreme case analysis, and data consolidation/merging. The appropriateness of these strategies for different kinds of mixed-method intents is then discussed. Where appropriate, such integrative strategies are encouraged as ways to realize the full potential of mixed-method…
Qualitative Evaluation and Scientific Citizenship: Reflections and Refractions
Qualitative approaches to evaluation have recently attained legitimacy. Now it's time to advance their influence. Towards that end, this discussion offers a self-reflective critique of four critical issues in qualitative evaluation: relativism, theory and generalization, warrant and inquiry criteria, and positioning. Refractions from this critique embolden a recentering of qualitative evaluation around its socio-political value dimensions and a c…
Defining and describing the paradigm issue in mixed‐method evaluation
Current stances on mixing methods and paradigms are described and critiqued. Ideas are offered for advancing mixed‐method evaluation beyond age‐worn paradigm debates.
The Inequality of Performance Measurements
Performance measurement systems are cast as significant responses to contemporary public demands for government accountability for social spending and social programs. Performance measurements are then critiqued as inadequate measures of social program quality, as inadequate representations of program quality, and as at odds with evaluative processes that advance the ideals of deliberative democracy
Dialogue on Dialogue
The text you are about to read is a dialogical text on dialogue and evaluation. It is a conversation between a group of scholars who have studied and published on the concept of dialogue and the value of dialogue for the practice of evaluation. The text is based on the field notes of a panel meeting held during a gathering of the European Evaluation Society to discuss this topic. It also contains an analysis of essays written in preparation for t…
The Merits of Mixing Methods in Evaluation
Evaluators are challenged to understand human behavior in all of its natural complexity and individuality. Our work is conducted in natural settings, where history and context matter, where human behavior traces complex patterns of influence and relationship, where what is meaningful to those in the setting is both phenomenological and structural, arising from both lived experiences and the societal institutions that frame and shape those experie…
Dialogue in Evaluation: A Relational Perspective
Dialogue in evaluation is presented as a fundamental value commitment to engagement, particularly engagement with the relational, moral and political dimensions of our contexts and our craft. Because it is at root a relational and communicative activity, effective dialogue in evaluation is inclusive of all legitimate stakeholder interests and involves interactions that are respectful, reciprocal and equitable. Effective dialogue, in turn, can enh…
Evaluation of the Natural Resources Leadership Program, 1995 through 1998
Evaluation Extrapolations
With a Splash of Soda, Please: Towards Active Engagement with Difference
In the previous critique, Saville Kushner has offered a very thoughtful and provocative commentary on our statement about the merits of mixed-method approaches to contemporary program and policy evaluation, published in Volume 7, Issue 1 of Evaluation. I am very honored that Saville took our work seriously enough to read it as carefully as he did. I am also pleased that his commentary so richly invites further conversation. This response is offer…
Mixed-method evaluation: A way of democratically engaging with difference
Reflections on the Use of Narrative in Evaluation
In this article, we tell the story of our evaluation of an intergenerational storytelling program. The story offers our reflections on the evolution of our practice, from an initial evaluation approach of interpretive responsiveness to an ending framework of narrative for this evaluation. The paper is structured so that it reflects the interwoven quality of narrative, as we tell the story of the program within the story of our practice. We conclu…
Commentary: Margaret Mead, the Salzburg Seminar, and A Historical Evaluation Report
Quieting Educational Reform… With Educational Reform
The authors report on an evaluation of a comprehensive school reform initiative in one elementary school intended to provide meaningful and sustainable structure, substance, and support to the school’s critical need to improve students’ standardized test scores. Serious implementation and communication problems during the year of the evaluation suggested that the reform itself was misdirected. Teachers’ accounts of their participation in the init…
Is Mixed Methods Social Inquiry a Distinctive Methodology
This article addresses the merits of and warrants for considering mixed methods social inquiry as a distinctive methodology. In each of four methodological domains—philosophy, methodology, practical guidelines, and sociopolitical commitments—the status of the mixed methods field is reviewed. Signal accomplishments are noted in each domain, as are important priorities for further development
Memories of a Novice, Learning From a Master
In Tribute to Egon Guba
From Program to Network: The Evaluator’s Role in Today’s Public Problem-Solving Environment
Today’s public policy discussions increasingly focus on how networks of public and private actors collaborate across organizational, sectoral, and geographical boundaries to solve increasingly complex problems. Yet, many of evaluation’s key concepts, including the evaluator’s role, assume an evaluand that is programmatically or organizationally defined and bounded. This article explores the implications of this changing public policy environment …
Dialectics and Pragmatism: Being of Consequence
Sociology (23 works) · Evaluation and Performance Assessment (20 works) · Psychology (19 works) · Computer Science (17 works) · Epistemology (16 works) · Political science (12 works) · Engineering (8 works) · Management science (8 works) · Law (7 works) · Law (7 works)