Navigating Theory and Practice Through Evaluation Fieldwork
Experiences of Novice Evaluation Practitioners
Bibliographic Data
To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation
Epistemology · Field (mathematics · Focus group · Pedagogy · Political science · Politics · Practice theory · Qualitative research · Social science · Sociology · Thematic analysis · Evaluation and Performance Assessment · Evaluation of Teaching Practices · Psychology · Student Assessment and Feedback
What do we know about evaluator education? A review of peer-reviewed publications (1978–2018)
Using Cognitive Complexity to Understand Role-Play as a Pedagogical Tool in Graduate Evaluation Education
Scoping recent investment in evaluation education in Australian universities
Why a Special Issue of Practice Notes about How to Teach Evaluation
Applying the Collaborative Approaches to Evaluation (CAE) Principles in an Educational Evaluation
Fieldwork Experience as Cultural Immersion
Collaborative Evaluation Designs as an Authentic Course Assessment
Competency-Based Evaluation Education
An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses
Evaluation Roots
Making Social Science Matter
On the Epistemology of Reflective Practice
What Guides Evaluation? A Study of How Evaluation Practice Maps onto Evaluation Theory
The reflective practitioner
The Five-Stage Model of Adult Skill Acquisition
What Is Wrong with Social Theory
Becoming Critical
From New Public Management to New Political Governance
Practical Training in Evaluation
Back to the Rough Ground!' Beyond Theory to Practice in Evaluation
A Reaction to and Mental Metaevaluation of the Experiential Learning Evaluation Project
The Use of Role-Play in Teaching Evaluation
Infusing Theory Into Practice, Practice Into Theory
A Mentoring Approach to the One-Year Evaluation Course
On the Mutually Informing Relationship Between Practice and Theory in Evaluation
Teaching Program Evaluation
Teaching Program Evaluation
Lessons learned from the directed evaluation experience
Balancing Evaluation Theory and Practice in the Real World
Using Problem-Based Learning to Train Evaluators
Teaching Evaluation From an Experiential Framework
Evaluators' Decision Making
Learning From a Challenging Fieldwork Evaluation Experience
The Case for Participatory Evaluation in an Era of Accountability
On a Personal Note
Lessons Learned from the Directed Evaluation Experience
Excellence,” Meanings, and Multiplicity
What is Wrong with Social Theory
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,13 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |