Evaluating Systemic Educational Reform: Facing the Methodological, Practical, and Political Challenges

Frechtling, Joy A.

doi:10.1080/10632910009600263

Cited by 5 publications

(3 citation statements)

References 3 publications

(2 reference statements)

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“…Datatriangulation ascertains the correctness of datainterpretation. If the same issue is addressed by multiple sources, this should lead to results reinforcing and complementing each other (Frechtling, 2000;Akkerman et al, 2008).…”

Section: Methodsmentioning

confidence: 99%

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Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Vos¹,

Taconis²,

Jochems³

et al. 2010

Chem. Educ. Res. Pract.

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We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs to be sensitive to the problems specific to the implementation of new context-based science education and the professional development of teachers. An effective procedure is described for the collection and analysis of the data with subsequent focus on the designers' intentions with the context-based teaching materials, the teachers' perceptions of the materials and the resulting classroom practice. The framework's use and value are shown in an empirical study. The framework proved to produce reliable and valid insight into the relations between teaching material and the teachers, and in the classroom implementation. Additionally, results on classroom implementation are presented to illustrate the kind of understanding can be expected when this framework is applied in more extensive multi-case studies.

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Section: Methodsmentioning

confidence: 99%

“…Various types of data, such as document analysis, classroom-observations and reflective interviews are needed. Data triangulation (Frechtling, 2000) of these data is necessary to develop a full picture of the implementation process. At least two data sources should be used for each cell.…”

Section: A Procedures For Using the Analytical Frameworkmentioning

confidence: 99%

Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Vos¹,

Taconis²,

Jochems³

et al. 2010

Chem. Educ. Res. Pract.

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show abstract

“…This emerges from theoretical frameworks that view evaluation as a mechanism to determine effectiveness on the basis of the degree of congruence between achieved outcomes and intended outcomes (Di Francesco, 2000, 2001; Segerholm, 2003) within technical‐rational approaches to change. However as Frechtling (2000, p. 25), comments:…”

Section: Process Evaluationmentioning

confidence: 99%

Processes, outcomes and evaluation: challenges to practice development in gerontological nursing

Conway

Fitzgerald²

2004

Journal of Clinical Nursing

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When aligned to participants' needs, evaluation may be used to enhance practice developers' work. Process evaluation enables practice developers to evaluate as they develop; making evaluation an integral part of practice development rather than an 'add on task'. It is contended that beginning practice developers can discharge their need to evaluate their work through the practice development techniques of critical reflection, dialogue and action learning. These form the basis of iterative and formative evaluation activity. However other types of evaluation are important for different audiences in practice development. Consideration of the purpose and utility of evaluation in a range of contexts in which gerontological nursing occurs, brings some clarity regarding the scope of the evaluation required to sustain practice development initiatives. In addition, it helps to clarify the nature of the evaluation required to provide evidence of patient-centred outcomes from developments in the practice of gerontological nursing.

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Teacher and school characteristics and their influence on curriculum implementation

2007

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Reform-based curriculum materials have been suggested as a mechanism to make inquirybased instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, 1998;Powell & Anderson, 2002). This research examines the implementation of a reform-based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. ß

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Evaluating Systemic Educational Reform: Facing the Methodological, Practical, and Political Challenges

Cited by 5 publications

References 3 publications

Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Processes, outcomes and evaluation: challenges to practice development in gerontological nursing

Teacher and school characteristics and their influence on curriculum implementation

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