Poor education field. Why is it we always seem to be the last to know? As a career educator, I get excited hearing about new ways of thinking, knowing, or doing. Often I’m disappointed to find out that in fact, that what is new to us has been used in business or other fields for years. Such as it is with data visualization. Journalists and evaluators (among many others) have ridden the dataviz bandwagon for years now. Continue reading
A few weeks ago, I wrote Exploring the Public Education Paradox – Evaluation and Public Education (response to Jamie Clearfield). Soon after bemoaning the apparent lack of understanding of evaluation and its role in public education, I was delighted to find a chapter devoted to program evaluation in an education book I’m reading with my colleagues. I was even more excited to discover a section on theory of change and logic model. Seldom (if ever) have I seen these concepts addressed outside of an evaluation text.
The book is Coaching Matters*, a text on PK-12 teacher leadership, and is described by its authors as addressing “…whether coaching matters. In other words, does it work?” My point here is not to offer a book review, but rather to revel in the fact that a book written for educational pracitioners is framed by evaluative thinking! Continue reading
Just last week, one of my favorite evaluation blogs, Emery Evaluation, featured a guest post that got me thinking. Exploring the Non-Profit Paradox – Evaluation and Non-Profits [Guest post by Jamie Clearfield] reminded me that I’ve long thought there exists a dearth of program evaluation in public schools. As Jamie indicates for the world of non-profits and community-based organizations (CBOs), I too believe there is a lack of understanding of evaluation and its role in public education. How do I know this? Continue reading