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Exploring Mixed Methods Designs in Theory-Based Evaluations of Educational Reforms
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0001-5554-6041
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0003-0644-3489
2016 (engelsk)Inngår i: Presented at: AERA 2016 Annual Meeting, Washington, April 8-12, 2016Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

Recent developments in mixed-methods research have paved the way for new methodological designs for educational evaluation. Over the last few years, the long-established paradigms of product- and control-oriented evaluation (deeply embedded in education policy-making) and formative evaluation (as an implicit premise for local quality assessment) have been questioned as foundations for evaluating educational reforms. In this paper, a meta-study of a theory-based evaluation, as a third alternative, is conducted. Based on a case study of the recent Swedish national curriculum reform (Lgr 11), the strengths and shortcomings of mixed-methods evaluation designs are examined against the pragmatist criteria of transactional realism and the seven levels of mixed-methods designs proposed by Biesta (2010).

sted, utgiver, år, opplag, sider
2016.
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-67657OAI: oai:DiVA.org:lnu-67657DiVA, id: diva2:1137740
Konferanse
AERA 2016 Annual Meeting, Washington, April 8-12
Tilgjengelig fra: 2017-09-01 Laget: 2017-09-01 Sist oppdatert: 2017-11-23bibliografisk kontrollert

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