Evaluation and social research : introducing small-scale practice / Irene Hall and David Hall ; consultant editor, Jo Campling.

Format:

• Book

Author/Creator:

• Hall, Irene M.

Contributor:

• Hall, David J.
• Campling, Jo.

Language:

English

Subjects (All):

• Social sciences--Research--Evaluation.
• Social sciences--Research.

Physical Description:

xvi, 256 pages : illustrations ; 22 cm

Place of Publication:

New York : Palgrave Macmillan, 2004.

Summary:

Evaluation is a large and growing field with applications to a wide range of disciplines - including sociology, social work, social policy, psychology, health, nursing, education, community development, etc. This text explains the different perspectives and needs of researchers and practitioners at the local level in plain, accessible English and develops a model for small scale evaluation. It offers a practical approach to the challenges of evaluation research, well illustrated with examples, and suitable for students and practitioners alike.

Contents:

• What is this book about? 1
• Where does this book fit in the growing literature on evaluation? 3
• How is the book structured? 4
• Evaluation and research 5
• What is social research? 5
• What is evaluation? 6
• Introducing the model of small-scale evaluation 7
• Defining 'small-scale': restriction or strength? 8
• Principles of small-scale evaluation 9
• Partnering 9
• Evaluator's role 9
• Evaluation for development 9
• Evaluation for use 10
• Ethics 10
• Scale 10
• Rights to the report 10
• Experiential learning 11
• Students 11
• Small-scale evaluation: some issues and considerations 11
• Students as evaluators 11
• Negotiation 13
• Agreement 15
• Health and safety 17
• Assessment 17
• Access and ethics 18
• Resources and research design considerations 18
• Are the findings of small-scale evaluation ever used? 20
• Diversity of use 20
• Consultation and contact 22
• Timing of evaluation 23
• Managerial willingness to act on evaluation 23
• 2 Understanding Evaluation 26
• Overview of evaluation issues 27
• Evaluation as everyday activity 27
• Defining evaluation 28
• Formative and summative evaluation 29
• Evaluation history: public programs and the 'classic' evaluation model 30
• Emergence of different kinds of evaluation 31
• Three major approaches to evaluation 31
• The role of the evaluator 34
• Roles of other evaluation participants 37
• Commissioners of evaluation 37
• Sponsors and gatekeepers 38
• Other Stakeholders 39
• Timing of evaluation in relation to program activity 41
• The link between evaluation and policy 42
• Models of evaluation practice 44
• Models which emphasize accountability 44
• Impact assessment/outcome evaluation (the 'classic' model) 44
• Goal-free evaluation 45
• Models which emphasize development/process 46
• Process evaluation 46
• Illuminative evaluation 47
• Responsive evaluation 48
• Utilization-focused evaluation 49
• Participatory evaluation 49
• Empowerment evaluation 51
• Theorizing evaluation 52
• Fourth-generation evaluation 52
• Theory-driven evaluation 54
• Realistic evaluation 55
• Revisiting the small-scale evaluation model 57
• Student projects 58
• 3 Evaluation and Ethics 60
• Models of evaluation and the treatment of ethics 61
• How can evaluation be seen as fair judgement? 63
• Evidence and response: presenting critical findings 64
• Evidence-based evaluation: ethical issues 67
• Being seen to be independent: ethical issues 71
• Student evaluators and independence 74
• Independence and justice: codes and dilemmas 75
• Key principles 76
• Codes 76
• Dilemmas: justice and care 87
• 4 Planning Research 92
• Planning evaluation research 92
• Setting the evaluation questions 92
• Negotiating the research design 95
• Criteria for research design 97
• Combining multiple methods 98
• Research plan checklist 101
• Research activities and methods 102
• Epistemology and the role of the researcher 102
• Methods of experiencing 104
• Observation 104
• Methods of enquiring 110
• The survey 110
• Qualitative interviews 117
• Notifying subjects 122
• Recording the information 122
• Research with children 124
• Research with and by disabled people 125
• Methods of examining 126
• Local area statistics 126
• Organizational records 127
• Personal records 128
• Sampling 128
• Selection of participants in the research 128
• Probability samples 129
• Non-probability samples 131
• Quota sampling 131
• Theoretical sampling 132
• Snowball sampling 133
• Samples of convenience 133
• 5 Analysing the Data 136
• Quantitative or structured data 137
• Data and the rules of measurement 137
• Organizing quantitative data for analysis 139
• Using computers with quantitative data 142
• Checking the information for consistency and errors 142
• Reducing and summarizing the information 143
• Looking for patterns in the data 145
• Testing hypotheses or constructing explanations 147
• Recognizing associations 149
• Qualitative or naturalistic data 150
• Analysing recorded interviews 151
• Transcription 152
• Accuracy in transcription 152
• Thematic analysis 153
• Coding data 155
• Applying codes 155
• Categorizing codes, reducing information and developing explanations 156
• Narrative 157
• Oral history 159
• Representation in qualitative analysis 161
• 6 Reporting on Evaluation: Communicating to Audiences 163
• The final report - structure and audiences 164
• Style and language 165
• Using language sensitively 166
• Constructing the text 167
• Presenting criticisms 172
• Beginning the written report 174
• Structure of the written report 175
• Title 175
• Introduction and background information 178
• Purpose of evaluation and methods chosen 179
• Results and findings 180
• Presentation 184
• Length 185
• Making the report accessible to readers and writers with dyslexia 186
• Dissemination 187
• 7 Reflecting on Evaluation 189
• Thinking about reflexivity and reflection 190
• Reflexivity 191
• Position of the researcher 192
• Reflection 194
• Experiential learning 196
• Developing reflexivity and reflection in evaluation practice 197
• Research diary 198
• Structure 198
• Reflective account 204
• Assessing the process of evaluation: the role of reflection 214
• Reflection within the evaluation report? 214
• 8 Case-studies of Small-Scale Evaluation 216
• Charington Hostel 216
• Research methods 218
• Limitations of the sample 219
• Negotiating the role of evaluator 220
• The findings 221
• Meaning of 'home' 223
• Response of the client 226
• Oriel Day and Resource Centre 227
• Research methods 229
• The findings 229
• Response of the client 232
• Appendix 1 Evaluation Agreement 235
• Appendix 2 Risk Assessment 237
• Appendix 3 Health and Safety Questionnaire 239.

Notes:

Includes bibliographical references (pages 242-251) and index.

ISBN:

0333930959

OCLC:

54279905