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Exploring Mixed Methods Designs in Theory-Based Evaluations of Educational Reforms
Linnaeus University, Faculty of Social Sciences, Department of Education. (SITE)ORCID iD: 0000-0001-5554-6041
Linnaeus University, Faculty of Social Sciences, Department of Education. (SITE)ORCID iD: 0000-0003-0644-3489
2016 (English)In: Presented at: AERA 2016 Annual Meeting, Washington, April 8-12, 2016Conference paper, Oral presentation only (Refereed)
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).

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-67657OAI: oai:DiVA.org:lnu-67657DiVA: diva2:1137740
Conference
AERA 2016 Annual Meeting, Washington, April 8-12
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2017-11-23Bibliographically approved

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Wahlström, NinniSundberg, Daniel

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CiteExportLink to record
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  • apa
  • harvard1
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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf