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Evaluation and Social Research : Introducing Small-Scale Practice :  Introducing Small-Scale Practice - Irene M. Hall

Evaluation and Social Research : Introducing Small-Scale Practice

Introducing Small-Scale Practice

Paperback

Published: June 2004
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Evaluation is a large and growing field with applications to a wide range of disciplines - including sociology, social work, social policy, psychology, health, nursing, education, community development, etc. This text explains the different perspectives and needs of researchers and practitioners at the local level in plain, accessible English and develops a model for small scale evaluation. It offers a practical approach to the challenges of evaluation research, well illustrated with examples, and suitable for students and practitioners alike.

List of Tablesp. xi
List of Figuresp. xii
Preface and Acknowledgementsp. xiii
Introductionp. 1
What is this book about?p. 1
Where does this book fit in the growing literature on evaluation?p. 3
How is the book structured?p. 4
Evaluation and researchp. 5
What is social research?p. 5
What is evaluation?p. 6
Introducing the model of small-scale evaluationp. 7
Defining 'small-scale': restriction or strength?p. 8
Principles of small-scale evaluationp. 9
Partneringp. 9
Evaluator's rolep. 9
Evaluation for developmentp. 9
Evaluation for usep. 10
Ethicsp. 10
Scalep. 10
Resourcesp. 10
Rights to the reportp. 10
Experiential learningp. 11
Studentsp. 11
Small-scale evaluation: some issues and considerationsp. 11
Students as evaluatorsp. 11
Negotiationp. 13
Agreementp. 15
Health and safetyp. 17
Assessmentp. 17
Access and ethicsp. 18
Resources and research design considerationsp. 18
Are the findings of small-scale evaluation ever used?p. 20
Diversity of usep. 20
Consultation and contactp. 22
Timing of evaluationp. 23
Managerial willingness to act on evaluationp. 23
Understanding Evaluationp. 26
Summaryp. 26
Overview of evaluation issuesp. 27
Evaluation as everyday activityp. 27
Defining evaluationp. 28
Formative and summative evaluationp. 29
Evaluation history: public programs and the 'classic' evaluation modelp. 30
Emergence of different kinds of evaluationp. 31
Three major approaches to evaluationp. 31
The role of the evaluatorp. 34
Roles of other evaluation participantsp. 37
Commissioners of evaluationp. 37
Sponsors and gatekeepersp. 38
Other Stakeholdersp. 39
Timing of evaluation in relation to program activityp. 41
The link between evaluation and policyp. 42
Models of evaluation practicep. 44
Models which emphasize accountabilityp. 44
Impact assessment/outcome evaluation (the 'classic' model)p. 44
Goal-free evaluationp. 45
Models which emphasize development/processp. 46
Process evaluationp. 46
Illuminative evaluationp. 47
Responsive evaluationp. 48
Utilization-focused evaluationp. 49
Participatory evaluationp. 49
Empowerment evaluationp. 51
Theorizing evaluationp. 52
Fourth-generation evaluationp. 52
Theory-driven evaluationp. 54
Realistic evaluationp. 55
Revisiting the small-scale evaluation modelp. 57
Student projectsp. 58
Evaluation and Ethicsp. 60
Summaryp. 60
Introductionp. 61
Models of evaluation and the treatment of ethicsp. 61
How can evaluation be seen as fair judgement?p. 63
Evidence and response: presenting critical findingsp. 64
Evidence-based evaluation: ethical issuesp. 67
Being seen to be independent: ethical issuesp. 71
Student evaluators and independencep. 74
Independence and justice: codes and dilemmasp. 75
Key principlesp. 76
Codesp. 76
Dilemmas: justice and carep. 87
Planning Researchp. 92
Summaryp. 92
Planning evaluation researchp. 92
Setting the evaluation questionsp. 92
Negotiating the research designp. 95
Criteria for research designp. 97
Combining multiple methodsp. 98
Research plan checklistp. 101
Research activities and methodsp. 102
Epistemology and the role of the researcherp. 102
Methods of experiencingp. 104
Observationp. 104
Methods of enquiringp. 110
The surveyp. 110
Qualitative interviewsp. 117
Notifying subjectsp. 122
Recording the informationp. 122
Research with childrenp. 124
Research with and by disabled peoplep. 125
Methods of examiningp. 126
Local area statisticsp. 126
Organizational recordsp. 127
Personal recordsp. 128
Samplingp. 128
Selection of participants in the researchp. 128
Probability samplesp. 129
Non-probability samplesp. 131
Quota samplingp. 131
Theoretical samplingp. 132
Snowball samplingp. 133
Samples of conveniencep. 133
Suggestions for further readingp. 134
Analysing the Datap. 136
Summaryp. 136
Quantitative or structured datap. 137
Data and the rules of measurementp. 137
Organizing quantitative data for analysisp. 139
Using computers with quantitative datap. 142
Checking the information for consistency and errorsp. 142
Reducing and summarizing the informationp. 143
Looking for patterns in the datap. 145
Testing hypotheses or constructing explanationsp. 147
Recognizing associationsp. 149
Qualitative or naturalistic datap. 150
Analysing recorded interviewsp. 151
Transcriptionp. 152
Accuracy in transcriptionp. 152
Thematic analysisp. 153
Coding datap. 155
Applying codesp. 155
Categorizing codes, reducing information and developing explanationsp. 156
Narrativep. 157
Oral historyp. 159
Representation in qualitative analysisp. 161
Suggestions for further readingp. 162
Reporting on Evaluation: Communicating to Audiencesp. 163
Summaryp. 163
The final report - structure and audiencesp. 164
Style and languagep. 165
Using language sensitivelyp. 166
Constructing the textp. 167
Presenting criticismsp. 172
Beginning the written reportp. 174
Structure of the written reportp. 175
Titlep. 175
Contents listp. 175
Acknowledgementsp. 176
Executive summaryp. 176
Introduction and background informationp. 178
Purpose of evaluation and methods chosenp. 179
Results and findingsp. 180
Conclusions and recommendationsp. 181
Appendicesp. 184
Presentationp. 184
Lengthp. 185
Making the report accessible to readers and writers with dyslexiap. 186
Disseminationp. 187
Reflecting on Evaluationp. 189
Summaryp. 189
Thinking about reflexivity and reflectionp. 190
Reflexivityp. 191
Position of the researcherp. 192
Reflectionp. 194
Experiential learningp. 196
Developing reflexivity and reflection in evaluation practicep. 197
Research diaryp. 198
Structurep. 198
Reflective accountp. 204
Assessing the process of evaluation: the role of reflectionp. 214
Reflection within the evaluation report?p. 214
Case-studies of Small-Scale Evaluationp. 216
Summaryp. 216
Charington Hostelp. 216
Executive summaryp. 217
Research methodsp. 218
Limitations of the samplep. 219
Negotiating the role of evaluatorp. 220
The findingsp. 221
Meaning of 'home'p. 223
Conclusions and recommendationsp. 225
Response of the clientp. 226
Commentp. 226
Oriel Day and Resource Centrep. 227
Executive summaryp. 228
Research methodsp. 229
The findingsp. 229
Conclusions and recommendationsp. 232
Response of the clientp. 232
Commentp. 233
Evaluation Agreementp. 235
Risk Assessmentp. 237
Health and Safety Questionnairep. 239
Bibliographyp. 242
Indexp. 252
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9780333930953
ISBN-10: 0333930959
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 272
Published: June 2004
Publisher: Palgrave Macmillan
Country of Publication: GB
Dimensions (cm): 22.0 x 14.0  x 1.5
Weight (kg): 0.33
Edition Number: 1