Teaching evaluation using the case method
Author(s)
Bibliographic Information
Teaching evaluation using the case method
(New directions for program evaluation, no. 105)
Jossey-Bass, c2005
Available at 4 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
"A publication of Jossey-Bass and the American Evaluation Association"--Cover
"Spring 2005"
Includes bibliographical references and index
Contents of Works
- Case teaching and evaluation
- Evaluation of the Fighting Back Initiative
- Evaluation of the Central Valley Partnership of the James Irvine Foundation
- Evaluating home visitation : a case study of evaluation at the David and Lucile Packard Foundation
- Evaluating case teaching from a participant perspective
- Diverse and creative uses of cases for teaching
Description and Table of Contents
Description
The absence of readily available teaching cases has been a significant gap in the field of evaluation. This volume aims to begin filling that gap by presenting high-quality evaluation cases developed specifically for use with the case method. The volume begins by reviewing evaluation issues that cases can be used to surface and provides guidance for using the case method. Three in-depth cases are then presented for quite different evaluation situations. Each has been taught, field-tested, and refined in line with participant feedback. Each case ends with teaching questions and key evaluation points those questions are aimed at elucidating. Following the case chapters, a professional evaluator reflects on his experiences with the cases and offers lessons learned about evaluation teaching and training, including exercises for extrapolating lessons, illuminating ethical dilemmas, understanding and applying alternative evaluation models, and conducting metaevaluations, among other uses. This is the 105th issue of the quarterly report series New Directions for Evaluation.
Table of Contents
Editors' Notes (Michael Quinn Patton, Patricia Patrizi). 1. Case Teaching and Evaluation (Michael Quinn Patton, Patricia Patrizi). Using the case method for evaluation training offers special opportunities for professional development but requires particular facilitation skills to be effective. 2. Evaluation of the Fighting Back Initiative (Kay E. Sherwood). This case is a controversial evaluation of the Robert Wood Johnson Foundation's multisite initiative that employed -community-generated strategies aimed at reducing the use and abuse of alcohol and illegal drugs. 3. Evaluation of the Central Valley Partnership of the James Irvine Foundation (Martha S. Campbell, Michael Quinn Patton, Patricia Patrizi). This is a documentary account of changing evaluator roles and the potential tensions between the accountability, learning, and -capacity-building purposes of evaluation. 4. Evaluating Home Visitation: A Case Study of Evaluation at the David and Lucile Packard Foundation (Kay E. Sherwood). The David and Lucile Packard Foundation devoted substantial resources to evaluation of home visitation as a child development service model. The results have had a substantial impact on the field and have sparked considerable methodological debate. 5. Evaluation Case Teaching from a Participant Perspective (John Bare). A participant in evaluation case teaching sessions provides reflections. 6. Diverse and Creative Uses of Cases for Teaching (Michael Quinn Patton). This chapter looks at other teaching uses for the cases. Index.
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