MD3 DISCCUSION 2

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The Developmental Evaluation of School Improvement Networks

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  The Developmental Evaluation of School Improvement Networks

  Donald J. Peurach, Joshua L. Glazer and Sarah Winchell Lenhoff format_quote CITE © The Author(s) 2014 https://doi.org/10.1177/0895904814557592Published inEducational Policy PublisherSAGE Publications ISSN0895-9048 eISSN1552-3896 Volume30 Issue4 Pages606 - 648

  Abstract

  The national education reform agenda has rapidly expanded to include attention to continuous improvement research in education. The purpose of this analysis is to propose a new approach to “developmental evaluation” aimed at building a foundation for continuous improvement in large-scale school improvement networks, on the argument that doing so is essential to producing the intellectual capital needed to replicate effective practices and desired outcomes throughout these networks. We begin by developing a rationale for developmental evaluation, both to illuminate the need and to discuss its coordination with other forms of evaluation. We continue by proposing a logic of developmental evaluation to support analyzing networks as learning systems. We then use that logic to structure a framework for developmental evaluation to support evaluators, network executives, and other stakeholders in analyzing and strengthening the foundation for continuous improvement in a given network. Our analysis suggests that building a foundation for continuous improvement among a large number of networks is an educational reform agenda unto itself, one that must be supported and sustained if these networks are to succeed at the level expected under current accountability regimes.

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  1. Abstract
  2. Rationale for Developmental Evaluation
     1. Impact Evaluation, Its Goals, and Its Logic
     2. Questionable Assumptions
     3. The Learning Imperative
     4. Learning to Learn
     5. The Case for Developmental Evaluation
  3. A Logic for Developmental Evaluation
     1. Review: The Evolutionary Logic of Replication
     2. Premises: Practice-Focused, Learning-Driven Networks
     3. Foundations: Essential Knowledge Base and Core Learning Processes
     4. Emergence: A Template
     5. Essential Resource: Formalized Knowledge
     6. Endemic Complication: Partial and Problematic Knowledge
     7. Essential Method: Developmentally Sequenced Replication
     8. The Outcome: Knowledge Evolution
     9. Essential Mechanisms: Dynamic Capabilities
  4. A Framework for Developmental Evaluation
     1. Guiding Questions
     2. Interpretive Framework
     3. Structured Reflection
  5. Conclusion: Reforming Practice and Practicing Reform
  6. Acknowledgments
  7. Authors’ Note
  8. Declaration of Conflicting Interests
  9. Funding
  10. Notes
  11. References
  12. Author Biographies
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