Sandra Mathison
Biographic Data
| ID | 4078744 |
|---|---|
| NAME | Sandra Mathison |
| GIVEN NAMES | Sandra |
| FAMILY NAME | Mathison |
| SIGNATURE | MATHISON S |
| AFFILIATIONS | University at Albany, State University of New York |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 174 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 4 |
Does evaluation contribute to the public good
Researching Children's Experiences
Part 1. Conceptions of Children and Childhood. Historical Perspectives of Childhood. Theories of Socialization. New Studies of Childhood. Part 2. Negotiating Access for Research with Children. The Regulation of Research in the Social Sciences. Navigating Institutional Review Boards. Part 3. Recruiting Child Participants. Strategies for Obtaining Parental Permission. Getting Kids to Participate After You Are In. Confidentiality. Part 4. Defining R…
Performing Parent Dialogues on High-Stakes Testing: Consent and Resistance to the Hegemony of Accountability
Assessment-driven accountability has altered the way schools deliver their services to children, and their relations with parents. Listening to how parents talk about their experiences with testing fosters an understanding of the discursive power found in the state's accountability rhetoric about learning, achievement, and assessment and how this discourse is accepted or rejected by parents. Focus groups with parents were conducted as part of a n…
What's it like when the participatory evaluator is a “genuine” stakeholder
What’s It Like When the Participatory Evaluator is a “Genuine” Stakeholder
In this reflective, analytic story I discuss what it is like to be a parent and an evaluator in a participatory, democratic evaluation of an after school program. The story tells of tensions between these roles, and how these tensions can instruct participatory evaluators in pursuing goals of democracy, community, and justice in evaluation. This discussion can be situated among a number of recent articles in AJE that have focused on analyses of p…
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Commentary: It depends…..on what you think you are doing
Commentary: It Depends…..On What You Think You Are Doing
Another Opportunity Lost
Validity and Teacher Inference
The authors examine inferences made by a beginning teacher and illustrate that traditional notions of validity as presented by Cronbach and Cook and Campbell are inadequate for judging their validity. These traditional notions of validity depend on a regularity theory of causation, although Cronbach's and Cook and Campbell's particular conceptions are quite different. The relationships between causation and validity are discussed. A different the…
Why Triangulate
This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternat…
Why Triangulate
This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternat…
Does evaluation contribute to the public good
Validity and Teacher Inference
The authors examine inferences made by a beginning teacher and illustrate that traditional notions of validity as presented by Cronbach and Cook and Campbell are inadequate for judging their validity. These traditional notions of validity depend on a regularity theory of causation, although Cronbach's and Cook and Campbell's particular conceptions are quite different. The relationships between causation and validity are discussed. A different the…
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Commentary: It Depends…..On What You Think You Are Doing
Commentary: It depends…..on what you think you are doing
Performing Parent Dialogues on High-Stakes Testing: Consent and Resistance to the Hegemony of Accountability
Assessment-driven accountability has altered the way schools deliver their services to children, and their relations with parents. Listening to how parents talk about their experiences with testing fosters an understanding of the discursive power found in the state's accountability rhetoric about learning, achievement, and assessment and how this discourse is accepted or rejected by parents. Focus groups with parents were conducted as part of a n…
Another Opportunity Lost
Why Triangulate
This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternat…
Validity and Teacher Inference
The authors examine inferences made by a beginning teacher and illustrate that traditional notions of validity as presented by Cronbach and Cook and Campbell are inadequate for judging their validity. These traditional notions of validity depend on a regularity theory of causation, although Cronbach's and Cook and Campbell's particular conceptions are quite different. The relationships between causation and validity are discussed. A different the…
Another Opportunity Lost
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Commentary: It depends…..on what you think you are doing
Commentary: It Depends…..On What You Think You Are Doing
What's it like when the participatory evaluator is a “genuine” stakeholder
What’s It Like When the Participatory Evaluator is a “Genuine” Stakeholder
In this reflective, analytic story I discuss what it is like to be a parent and an evaluator in a participatory, democratic evaluation of an after school program. The story tells of tensions between these roles, and how these tensions can instruct participatory evaluators in pursuing goals of democracy, community, and justice in evaluation. This discussion can be situated among a number of recent articles in AJE that have focused on analyses of p…
Performing Parent Dialogues on High-Stakes Testing: Consent and Resistance to the Hegemony of Accountability
Assessment-driven accountability has altered the way schools deliver their services to children, and their relations with parents. Listening to how parents talk about their experiences with testing fosters an understanding of the discursive power found in the state's accountability rhetoric about learning, achievement, and assessment and how this discourse is accepted or rejected by parents. Focus groups with parents were conducted as part of a n…
Researching Children's Experiences
Part 1. Conceptions of Children and Childhood. Historical Perspectives of Childhood. Theories of Socialization. New Studies of Childhood. Part 2. Negotiating Access for Research with Children. The Regulation of Research in the Social Sciences. Navigating Institutional Review Boards. Part 3. Recruiting Child Participants. Strategies for Obtaining Parental Permission. Getting Kids to Participate After You Are In. Confidentiality. Part 4. Defining R…
Does evaluation contribute to the public good
Psychology (8 works) · Sociology (7 works) · Computer Science (6 works) · Evaluation and Performance Assessment (5 works) · Pedagogy (5 works) · Political science (5 works) · Economics (3 works) · Educational Assessment and Improvement (3 works) · Epistemology (3 works) · Law (3 works)