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Explicating Expected Consequences and Underlying Assumptions of a National Teacher Evaluation System
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| Presenter(s):
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| Sandy Taut,
Pontificia Catholic University of Chile,
staut@ucla.edu
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| Maria Veronica Santelices,
Pontificia Catholic University of Chile,
mvsante@berkeley.edu
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| Patricia Thibaut,
Pontificia Catholic University of Chile,
patithibaut@gmail.com
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| Abstract:
The paper describes the process and results of explicating the expected consequences and underlying assumptions of the Chilean national teacher evaluation system (NTES), in the context of a larger study examining the intended and unintended consequences of this program. The NTES was introduced based on an agreement between three main stakeholder groups that traditionally hold opposing political views and to this day have diverging expectations regarding the program. We interviewed 14 professionals pertaining to these stakeholder groups and asked them to describe the program’s theory at the individual (teacher) and system levels. Based on these interviews we reconstructed the “theories” of each interviewee and then consolidated these individual theories into one theory for each stakeholder group. We reflect on the challenges we faced during this process and propose a methodology to effectively address these challenges when trying to reconstruct a program’s underlying assumptions in politically complex contexts.
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Exploring the Intervention-Context Interface: A Case Study of a Nutrition Education Program Implementation
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| Presenter(s):
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| Sherri Bisset,
University of Montreal,
sherri.l.bisset@umontreal.ca
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| Louise Potvin,
University of Montreal,
louise.potvin@umontreal.ca
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| Mark Daniel,
University of Montreal,
mark.daniel@umontreal.ca
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| Abstract:
This study develops a novel theoretical framework of the social processes which underlie program implementation. This is a case study of a nutrition intervention delivered by community nutritionists to elementary school children living in some of Montreal’s most disadvantaged neighborhoods. Data collection and analysis were guided by the theory of translation (Callon, 1986; Latour, 1987). Data are derived from semi-structured interviews completed with six program interventionists. Findings identified nutritionists as pre-occupied with three overarching goals, whereby goals were found to vary between settings and to take form interactively with the perceived interests of program participants (primarily students) and stakeholders (primarily teachers). Nutritionists were found to translate the program’s techno-gram such that it provided a legitimate response to these perceived goals. Findings reveal program implementation as essential a social process whereby interventionists translate program operations as a means of negotiating with program stakeholders.
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