Katherine E Ryan
Dados Biográficos
| ID | 98311 |
|---|---|
| NOME | Katherine E Ryan |
| PRENOMES | Katherine E |
| SOBRENOME | Ryan |
| ASSINATURA | RYAN K E |
| AFILIAÇÕES | University of Illinois Urbana-Champaign |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 139 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1992 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2013 |
| ÍNDICE H | 7 |
Focus Group Evidence
In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidenc…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
Educational Accountability
This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of internal accountability and its perceived collective capacity in relation to external accountability mandat…
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Qualitative Methodology (Including Focus Groups)
What Should School-Based Evaluation Look Like
Students’ Motivation for Standardized Math Exams
The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. The authors consider individual differences in proc…
Making Educational Accountability More Democratic
Educational accountability is a fundamental right of citizens in a democratic society serving the public interest. The No Child Left Behind Act of 2001 holds states, school districts, public officials, educators, parents, and students accountable through auditable performance standards. At the same time, the lack of discussion about how to decide what educational outcomes should be typifies a climate of control. This article proposes making educa…
Serving Public Interests in Educational Accountability
Today, educational evaluation theory and practice face a critical juncture with the kind of educational accountability evaluation legislated by No Child Left Behind. While the goal of this kind of educational accountability is to improve education, it is characterized by a hierarchical, top-down approach to improving educational achievement reflecting a climate of control and efficiency. Democratic evaluation is intended for contexts in which the…
Serving Public Interests in Educational Accountability
Guarding the Castle and Opening the Gates
The passage of No Child Left Behind legislation and the publication of the National Research Council's Scientific Research in Education have generated much discussion and criticism of the call for educational research and evaluation that is more scientific. Using examples from their own field research and evaluation experiences, the authors illustrate their concerns with the concepts and principles of scientific-based research. They propose both …
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
Shaping Educational Accountability Systems
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…
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…
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Reflexivity and the development of process knowledge in social work
The relationship between knowledge and practice has been a long standing issue for social work. This is, in part, because, despite the strong intuitive appeal of a position which emphasises the importance of knowledge, this has yet to be established through research. Part of the problem lies with different epistemological positions, and the consequent differences in the examination of knowledge application. Recently, however, there has been a gro…
Revisiting Gender and Achievement
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Advantages and challenges of using inclusive evaluation approaches in evaluation practice1
Tips for Improving Testing and Grading
Introduction Testing What You Want to Be Testing Developing a Test Plan Suggestions for Writing Objective Test Items Suggestions for Writing Constructed Response Test Items Preparing, Administering, and Scoring Classroom Exams Evaluating the Quality of Classroom Exams Assigning Grades Twelve Activities for Classroom Testing and Grading
Differential item functioning on two tests of EFL proficiency
Reflexivity and the development of process knowledge in social work
The relationship between knowledge and practice has been a long standing issue for social work. This is, in part, because, despite the strong intuitive appeal of a position which emphasises the importance of knowledge, this has yet to be established through research. Part of the problem lies with different epistemological positions, and the consequent differences in the examination of knowledge application. Recently, however, there has been a gro…
Focus Group Evidence
In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidenc…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
Serving Public Interests in Educational Accountability
Today, educational evaluation theory and practice face a critical juncture with the kind of educational accountability evaluation legislated by No Child Left Behind. While the goal of this kind of educational accountability is to improve education, it is characterized by a hierarchical, top-down approach to improving educational achievement reflecting a climate of control and efficiency. Democratic evaluation is intended for contexts in which the…
Guarding the Castle and Opening the Gates
The passage of No Child Left Behind legislation and the publication of the National Research Council's Scientific Research in Education have generated much discussion and criticism of the call for educational research and evaluation that is more scientific. Using examples from their own field research and evaluation experiences, the authors illustrate their concerns with the concepts and principles of scientific-based research. They propose both …
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Advantages and challenges of using inclusive evaluation approaches in evaluation practice1
Educational Accountability
This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of internal accountability and its perceived collective capacity in relation to external accountability mandat…
Serving Public Interests in Educational Accountability
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
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…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Students’ Motivation for Standardized Math Exams
The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. The authors consider individual differences in proc…
Making Educational Accountability More Democratic
Educational accountability is a fundamental right of citizens in a democratic society serving the public interest. The No Child Left Behind Act of 2001 holds states, school districts, public officials, educators, parents, and students accountable through auditable performance standards. At the same time, the lack of discussion about how to decide what educational outcomes should be typifies a climate of control. This article proposes making educa…
Shaping Educational Accountability Systems
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Differential item functioning on two tests of EFL proficiency
Tips for Improving Testing and Grading
Introduction Testing What You Want to Be Testing Developing a Test Plan Suggestions for Writing Objective Test Items Suggestions for Writing Constructed Response Test Items Preparing, Administering, and Scoring Classroom Exams Evaluating the Quality of Classroom Exams Assigning Grades Twelve Activities for Classroom Testing and Grading
Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice
Advantages and challenges of using inclusive evaluation approaches in evaluation practice1
Revisiting Gender and Achievement
Reflexivity and the development of process knowledge in social work
The relationship between knowledge and practice has been a long standing issue for social work. This is, in part, because, despite the strong intuitive appeal of a position which emphasises the importance of knowledge, this has yet to be established through research. Part of the problem lies with different epistemological positions, and the consequent differences in the examination of knowledge application. Recently, however, there has been a gro…
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…
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…
Dialogue as a Democratizing Evaluation Method
Looking at dialogue from the intersection of theory and practice, we present our view of dialogue as a democratizing practice. Using a constructivist grounded theory approach, we compared and contrasted our notions against data we collected. Our analyses of the two case studies suggest power relations, the identity of the evaluator, and the skills needed to facilitate dialogue, are problematic, including virtual dialogue. The evaluator needs to b…
Shaping Educational Accountability Systems
The No Child Left Behind Act of 2001 (NCLB) institutionalizes the reliance on accountability and assessment systems as a key mechanism for improving student achievement (Linn, Baker, & Betebenner, 2002). However, there is a fundamental tension between performance measurement systems, which do serve stakeholders and public interests through monitoring, and these kinds of indicators where representations of program quality are oversimplified (Stake…
Shaping Educational Accountability Systems
Serving Public Interests in Educational Accountability
Today, educational evaluation theory and practice face a critical juncture with the kind of educational accountability evaluation legislated by No Child Left Behind. While the goal of this kind of educational accountability is to improve education, it is characterized by a hierarchical, top-down approach to improving educational achievement reflecting a climate of control and efficiency. Democratic evaluation is intended for contexts in which the…
Serving Public Interests in Educational Accountability
Guarding the Castle and Opening the Gates
The passage of No Child Left Behind legislation and the publication of the National Research Council's Scientific Research in Education have generated much discussion and criticism of the call for educational research and evaluation that is more scientific. Using examples from their own field research and evaluation experiences, the authors illustrate their concerns with the concepts and principles of scientific-based research. They propose both …
Making Educational Accountability More Democratic
Educational accountability is a fundamental right of citizens in a democratic society serving the public interest. The No Child Left Behind Act of 2001 holds states, school districts, public officials, educators, parents, and students accountable through auditable performance standards. At the same time, the lack of discussion about how to decide what educational outcomes should be typifies a climate of control. This article proposes making educa…
Qualitative Methodology (Including Focus Groups)
What Should School-Based Evaluation Look Like
Students’ Motivation for Standardized Math Exams
The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. The authors consider individual differences in proc…
Using a Rapid Appraisal Approach in a Nationwide, Multisite Public Involvement Study in Scotland
This article reflects on the use of a multisite rapid appraisal (RA) approach with reference to the (to-date) largest qualitative study gathering the views of cancer and cancer care in a cross-section of the Scottish population. A series of ten RAs were conducted in ten communities across Scotland, reflecting the geographical and socioeconomic spread of the Scottish population and involving 507 members of the public, including the views of people…
Broadening the Educational Evaluation Lens With Communicative Evaluation
Outcomes-based accountability in the form of test scores and performance indicators are a primary lever for improving student achievement in the current educational landscape. The article presents communicative evaluation as a complementary evaluation approach that may be used along with the primary methods of school accountability to provide a more comprehensive picture of the school environment. Through document reviews of state school report c…
Grounding Evaluations in Culture
The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The au…
Educational Accountability
This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of internal accountability and its perceived collective capacity in relation to external accountability mandat…
Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations
Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive inter…
Focus Group Evidence
In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidenc…
Sociology (19 obras) · Political science (16 obras) · Psychology (16 obras) · Evaluation and Performance Assessment (15 obras) · Computer Science (12 obras) · Educational Assessment and Improvement (9 obras) · Epistemology (9 obras) · Pedagogy (9 obras) · Social science (9 obras) · Accountability (8 obras)