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Using a Qualitative Approach to Map Beliefs in Education Policy
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| Presenter(s):
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| Steve Canavero,
University of Nevada, Reno,
scanavero@gmail.com
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| Janet Usinger,
University of Nevada, Reno,
usingerj@unr.edu
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| Bill Thornton,
University of Nevada, Reno,
thorbill@unr.edu
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| Abstract:
The initial Lasswellian conception of a policy science represented a multidisciplinary approach which included norms and values. However, over the past 30 years the practice has been narrowly defined as empiricist, technocratic, and rationalistic. While there is no one post empiricist perspective, there is a convergent set of themes and approaches that define interpretive policy analysis. Inherent in this emerging methodological approach is an emphasis on values, beliefs, and ideas which under gird policy solutions. This paper will focus on how evaluators may apply this qualitative methodology to map interpretive communities which will enable a thoughtful evaluation of the policy or program. The presenter will use an example of an interpretive policy analysis of charter school legislation to guide the audience through this methodology.
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Learning from History: A Method of Theory Reconstruction for Approximating Program Theory of Non-living Authors
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| Presenter(s):
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| Annalisa Raymer,
Cornell University,
alr26@cornell.edu
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| Paula Horrigan,
Cornell University,
phh3@cornell.edu
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| Abstract:
The value of articulating program theory is widely recognized and promoted, even when evaluators must retroactively construct the implicit reasoning, assumptions and mechanisms in cases where the initiative commenced without a complete elaboration. Evaluation literature offers approaches for theory reconstruction including: language/action; argumentation; policy-scientific, strategic assessment, and elicitation. While the last type, elicitation, can include any number of techniques for engaging stakeholders in collectively creating cognitive content of any kind, nearly all of the theory reconstruction methods discussed today require input from living people. Member-checks and participation are irreplaceable; yet how might theory reconstruction be accomplished when the subject of interest is the work of an individual now deceased?
Answers can be found within the toolbox for qualitative analysis of textual data. Employing a network approach utilizing Atlas.ti and coding for elements of theory, researchers were able to approximate the working theory of an American pioneer in community planning. The same method might be applied to seminal works in any discipline.
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Using Interview Excerpts to Illustrate and Personalize a Program's Implementation Theory
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| Presenter(s):
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| Jennifer Jewiss,
University of Vermont,
jennifer.jewiss@uvm.edu
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| Abstract:
“Implementation theory … focuses on the delivery of program services” (Weiss, 1998, p. 58) and intertwines with participants' responses to program activities to form the overarching theory of change. One of the goals of an innovative health and human service program was to develop an inter-organizational outreach model that would increase community members' access to information and services from area providers. An extremely limited evaluation budget posed major challenges. For example, how could the evaluation portray this highly individualized approach and “bring it to life” within such budgetary confines? After facilitating structured group discussions with staff and representatives from partner organizations to outline the implementation theory, interviews were conducted with several program participants to document success stories. Vignettes composed from interview excerpts helped illustrate and personalize the principles embedded in the theory. This paper explores various benefits and drawbacks of using targeted interview excerpts to illustrate and personalize program theory.
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