|
|
|
Item Details
Title:
|
THEORY-DRIVEN EVALUATIONS
|
By: |
Huey-tsyh Chen |
Format: |
Paperback |
List price:
|
£76.00 |
Our price: |
£68.40 |
Discount: |
|
You save:
|
£7.60 |
|
|
|
|
ISBN 10: |
0803958994 |
ISBN 13: |
9780803958999 |
Availability: |
Usually dispatched within 1-3 weeks.
Delivery
rates
|
Stock: |
Currently 0 available |
Publisher: |
SAGE PUBLICATIONS INC |
Pub. date: |
9 May, 1994 |
Pages: |
328 |
Description: |
A new, comprehensive framework for programme evaluation designed to bridge the gap between the method- and theory-oriented perspectives, is presented in this book, newly available in paper. Chen provides an intensive discussion of the nature and functions of programme theory, approaches to constructing programme theories, and the integration of programme theory with evaluation processes. Specific types of theory-driven evaluations, as well as principles and guidelines for application, are developed for meeting different policy purposes. Application of systematic strategies is illustrated by concrete examples from a variety of evaluation studies in different fields. |
Synopsis: |
A new, comprehensive framework for programme evaluation designed to bridge the gap between the method- and theory-oriented perspectives, is presented in this book, newly available in paper. Chen provides an intensive discussion of the nature and functions of programme theory, approaches to constructing programme theories, and the integration of programme theory with evaluation processes. Specific types of theory-driven evaluations, as well as principles and guidelines for application, are developed for meeting different policy purposes. Application of systematic strategies is illustrated by concrete examples from a variety of evaluation studies in different fields. |
Publication: |
US |
Imprint: |
SAGE Publications Inc |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|