NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935342
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-0834-1516
Evaluation Capacity Building in the Schools: Administrator-Led and Teacher-Led Perspectives
Lawrenz, Frances; Thomas, Kelli; Huffman, Douglas; Clarkson, Lesa Covington
Canadian Journal of Program Evaluation, v23 n3 spec iss p61-82 2008
The purpose of this article is to describe evaluation capacity building using an immersion approach in two schools: one with an administrator-led process and one with a teacher-led process. The descriptions delineate conceptual, developmental, and sustainability aspects of capacity building through the perspectives of the teachers, principals, and evaluation specialists. The immersion approach to evaluation capacity building highlights the distinctions between developing capacity for using evaluation information and the capacity to conduct evaluations, and provides insight into the use of direct and indirect approaches to building capacity. The two cases also showcase the roles played by ownership in developing evaluation capacity, especially sustainability. (Contains 1 figure.)
Canadian Evaluation Society. 1485 Laperriere Avenue, Ottawa, ON K1Z 7S8, Canada. Tel: 613-725-2526; Fax: 613-729-6206; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001