Lyn M Shulha
Biographic Data
| ID | 5167388 |
|---|---|
| NAME | Lyn M Shulha |
| GIVEN NAMES | Lyn M |
| FAMILY NAME | Shulha |
| SIGNATURE | SHULHA L M |
| AFFILIATIONS | Queen's University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Reflections on the Meaning of Success in Collaborative Approaches to Evaluation
How do evaluators using collaborative approaches to evaluation (CAE) define success? This is the core question being asked in a further analysis of data from our previous work (Cousins, Whitmore, & Shulha, 2013; Shulha et al., 2016) that developed a set of evidence-based principles to guide collaborative evaluation practice. Probing data from 320 responses to our (2012) survey, we examined what respondents considered “highly successful” and “less…
Capturing the Imagination
Qualitative approaches in evaluation continue to expand, and this article focuses on the potential for the Arts to contribute to innovation in evaluation. Arts-informed inquiry is an approach that works within, augments, and extends traditional forms of qualitative approaches. This study documents an educational program evaluation that intentionally plans for, uses, and reflects upon arts-informed inquiry. Three considerations found central to ar…
Introducing Evidence-Based Principles to Guide Collaborative Approaches to Evaluation
This article introduces a set of evidence-based principles to guide evaluation practice in contexts where evaluation knowledge is collaboratively produced by evaluators and stakeholders. The data from this study evolved in four phases: two pilot phases exploring the desirability of developing a set of principles; an online questionnaire survey that drew on the expertise of 320 practicing evaluators to identify dimensions, factors or characteristi…
Supporting Knowledge Translation Through Evaluation
The evaluation literature has focused on the evaluation of knowledge translation activities, but to date there is little, if any, record of attempts to use evaluation in support of knowledge translation. This study sought to answer the question: How can an evaluation be designed to facilitate knowledge translation? A single prospective case study design was employed. An evaluation of a memory clinic within a primary care setting in Ontario, Canad…
Insights on Using Developmental Evaluation for Innovating
This article contributes to research on evaluation by examining the capacity and contribution of developmental evaluation for innovating. This case study describes the preformative development of an educational program (from conceptualization to pilot implementation) and analyzes the processes of innovation within a developmental evaluation framework. Developmental evaluation enhanced innovation by (a) identifying and infusing data primarily with…
Let There Be Light
Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation
In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation—using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres—as a basis for considering future direction for the field. We argue that collaborative inquiry in evaluation is about relationships between trained evaluation specialists and nonevaluator stakeholders (i.…
Encouraging stakeholder engagement
Commentary
Investigating Teachers' Assessment Practices
Audiences for educational research are rarely invited to review the decision-making processes that permeate systematic inquiry. This account of three researchers' efforts to make sense of preservice teachers' assessment practices reveals how methodologically diverse investigations emanated from the context of a single study. The developments, findings, and warrants that characterize this inquiry are presented, as well as arguments why in retrospe…
Understanding Novice Teachers' Thinking About Student Assessment
This study captures novice teachers' efforts to mark, grade, and report on the language arts achievement of a fictional grade 8 student named Chris. Although it was not mandated, commenting on Chris's loork was seen by them as a professional responsibility. Although comments were numerous, relatively few were specific enough to provide guidance in how to improve writing. Grading was influenced by the prescribed grading policy, but also the percei…
Introducing Evidence-Based Principles to Guide Collaborative Approaches to Evaluation
This article introduces a set of evidence-based principles to guide evaluation practice in contexts where evaluation knowledge is collaboratively produced by evaluators and stakeholders. The data from this study evolved in four phases: two pilot phases exploring the desirability of developing a set of principles; an online questionnaire survey that drew on the expertise of 320 practicing evaluators to identify dimensions, factors or characteristi…
Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation
In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation—using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres—as a basis for considering future direction for the field. We argue that collaborative inquiry in evaluation is about relationships between trained evaluation specialists and nonevaluator stakeholders (i.…
Insights on Using Developmental Evaluation for Innovating
This article contributes to research on evaluation by examining the capacity and contribution of developmental evaluation for innovating. This case study describes the preformative development of an educational program (from conceptualization to pilot implementation) and analyzes the processes of innovation within a developmental evaluation framework. Developmental evaluation enhanced innovation by (a) identifying and infusing data primarily with…
Commentary
Investigating Teachers' Assessment Practices
Audiences for educational research are rarely invited to review the decision-making processes that permeate systematic inquiry. This account of three researchers' efforts to make sense of preservice teachers' assessment practices reveals how methodologically diverse investigations emanated from the context of a single study. The developments, findings, and warrants that characterize this inquiry are presented, as well as arguments why in retrospe…
Understanding Novice Teachers' Thinking About Student Assessment
This study captures novice teachers' efforts to mark, grade, and report on the language arts achievement of a fictional grade 8 student named Chris. Although it was not mandated, commenting on Chris's loork was seen by them as a professional responsibility. Although comments were numerous, relatively few were specific enough to provide guidance in how to improve writing. Grading was influenced by the prescribed grading policy, but also the percei…
Commentary
Encouraging stakeholder engagement
Let There Be Light
Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation
In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation—using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres—as a basis for considering future direction for the field. We argue that collaborative inquiry in evaluation is about relationships between trained evaluation specialists and nonevaluator stakeholders (i.…
Supporting Knowledge Translation Through Evaluation
The evaluation literature has focused on the evaluation of knowledge translation activities, but to date there is little, if any, record of attempts to use evaluation in support of knowledge translation. This study sought to answer the question: How can an evaluation be designed to facilitate knowledge translation? A single prospective case study design was employed. An evaluation of a memory clinic within a primary care setting in Ontario, Canad…
Insights on Using Developmental Evaluation for Innovating
This article contributes to research on evaluation by examining the capacity and contribution of developmental evaluation for innovating. This case study describes the preformative development of an educational program (from conceptualization to pilot implementation) and analyzes the processes of innovation within a developmental evaluation framework. Developmental evaluation enhanced innovation by (a) identifying and infusing data primarily with…
Introducing Evidence-Based Principles to Guide Collaborative Approaches to Evaluation
This article introduces a set of evidence-based principles to guide evaluation practice in contexts where evaluation knowledge is collaboratively produced by evaluators and stakeholders. The data from this study evolved in four phases: two pilot phases exploring the desirability of developing a set of principles; an online questionnaire survey that drew on the expertise of 320 practicing evaluators to identify dimensions, factors or characteristi…
Capturing the Imagination
Qualitative approaches in evaluation continue to expand, and this article focuses on the potential for the Arts to contribute to innovation in evaluation. Arts-informed inquiry is an approach that works within, augments, and extends traditional forms of qualitative approaches. This study documents an educational program evaluation that intentionally plans for, uses, and reflects upon arts-informed inquiry. Three considerations found central to ar…
Reflections on the Meaning of Success in Collaborative Approaches to Evaluation
How do evaluators using collaborative approaches to evaluation (CAE) define success? This is the core question being asked in a further analysis of data from our previous work (Cousins, Whitmore, & Shulha, 2013; Shulha et al., 2016) that developed a set of evidence-based principles to guide collaborative evaluation practice. Probing data from 320 responses to our (2012) survey, we examined what respondents considered “highly successful” and “less…
Computer Science (9 works) · Evaluation and Performance Assessment (9 works) · Psychology (9 works) · Engineering (6 works) · Knowledge management (6 works) · Sociology (6 works) · Educational Assessment and Improvement (5 works) · Management science (5 works) · Context (archaeology (4 works) · Political science (4 works)