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Exploring Mixed Met...
Exploring Mixed Methods Designs in Theory-Based Evaluations of Educational Reforms
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- Wahlström, Ninni, 1953- (författare)
- Linnéuniversitetet,Institutionen för utbildningsvetenskap (UV),SITE
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- Sundberg, Daniel, 1971- (författare)
- Linnéuniversitetet,Institutionen för utbildningsvetenskap (UV),SITE
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(creator_code:org_t)
- 2016
- 2016
- Engelska.
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Ingår i: Presented at: AERA 2016 Annual Meeting, Washington, April 8-12.
- Relaterad länk:
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https://urn.kb.se/re...
Abstract
Ämnesord
Stäng
- 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).
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- Pedagogics and Educational Sciences
- Pedagogik och Utbildningsvetenskap
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)