Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change

Jocson, Korina M.; Martínez, Itza D.

doi:10.1080/10665684.2020.1763552

Cited by 1 publication

(1 citation statement)

References 14 publications

(19 reference statements)

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“…For example, Thompson et al (2020) used a ToC approach in the implementation and evaluation of an intervention to manage significant disruptive behavior in schools. Jocson and Martínez (2020) used a ToC model to consider ways of engaging high school students with career and technical education. Wijekumar et al (2013) developed a ToC for the implementation of a web based intelligent tutoring system for elementary schools.…”

Section: Implementation Science Theory Of Change and Autism Educationmentioning

confidence: 99%

Prospects for applying a theory of change model to the use of research evidence in autism education

Mintz

Roberts

2023

Front. Educ.

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Educators and educational researchers show continued interest in how schools can best make use of research evidence in bringing about change in practice in schools. A number of models have been developed to support schools in this challenge, such as research learning communities and lesson study. However, questions remain about the effectiveness of such models, their fit to the particular needs of schools and the extent to which they contribute meaningfully to the body of evidence used to inform changes to practice within the field of education. This issue is of particular relevance when considering the inclusion of autistic children in the classroom partly because of the large body of research being undertaken on autism across a range of domains with varying epistemological perspectives (e.g., neuroscience, psychology, pedagogy) and partly due to the widespread need to support autistic children in the classroom. Questions have also been raised about the evidence policy “agenda,” particularly in terms of reliance on positivist models centered on randomized controlled trials. These concerns focus on the extent to which performative or neoliberal perspectives on effectiveness might mask the complexity of how practice and knowledge (or evidence) are related in models of teacher professional working. One particular approach that could have potential in addressing these is that of Theory of Change (ToC). ToC models come from the field of theory-driven evaluation and draw on frameworks for relating practice to knowledge such as realist evaluations whereby the evaluation focuses on understanding how complex programs work in specific contexts by examining the mechanisms that lead to particular outcomes. ToC models consider under what conditions, for whom, and for what reasons or aims a given activity will achieve its intended outcomes. This paper considers the scope for the application of ToC models by reviewing a selected case from a completed study on the implementation of models for developing evidence informed practice in schools for autism education. By applying a ToC lens to what did happen in this case, we will “re-imagine” this case from a ToC perspective. This approach will serve to illustrate the possibilities for how ToC models could be used in future practice to advance evidence-informed practice in autism education.

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Section: Implementation Science Theory Of Change and Autism Educationmentioning

confidence: 99%

Prospects for applying a theory of change model to the use of research evidence in autism education

Mintz

Roberts

2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change

Cited by 1 publication

References 14 publications

Prospects for applying a theory of change model to the use of research evidence in autism education

Prospects for applying a theory of change model to the use of research evidence in autism education

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