The 'presence' of evaluation theory and practice in educational and social development: toward an inclusive approach
Abstract:This paper outlines a vision of evaluation and its place in social and educational policy and practice. It focuses on the 'presence' of evaluation in theory, organizational learning and internationalization and the 'voice' of participants in the evaluation process drawing on a range of examples of evaluation practice. It argues for an 'inclusive' evaluation stance from a moral/political standpoint and from the standpoint of sound evaluation design. It offers evaluation as a way of promoting and depicting the effects of social policy on its recipients and concludes by suggesting the way evaluations can promote 'provisional stabilities' for those experiencing rapid and complex change.
Document Type: Research Article
Publication date: 2006-07-01
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- London Review of Education (LRE) is an international peer-reviewed journal featuring rigorous, theoretically based research into contemporary education. Based at the UCL Institute of Education in London, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is an eclectic and engaging journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.
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