Reconsidering context: six underlying features of context to improve learning from evaluation

COLDWELL, Mike (2019). Reconsidering context: six underlying features of context to improve learning from evaluation. Evaluation, 25 (1), 99-117.

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Link to published version:: https://doi.org/10.1177/1356389018803234
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    Abstract

    This article considers the role of context in 'theory-based' evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. The article applies these features to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context, and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation.

    Item Type: Article
    Uncontrolled Keywords: Evaluation; logic models; context; theory-based evaluation
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1177/1356389018803234
    Page Range: 99-117
    Depositing User: Michael Coldwell
    Date Deposited: 12 Sep 2018 14:34
    Last Modified: 21 Jan 2019 13:30
    URI: http://shura.shu.ac.uk/id/eprint/22429

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