Review of New Directions for Evaluation, Volume 106: Theorists' Models in Action
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Abstract
The summer 2005 issue of New Directions for Evaluation, “Theorists’ Models in Action”, edited by Marvin C. Alkin and Christina A. Christie is, in part, inspired by the “Radnor Middle School” case study conducted in the early 1980s (Brandt, 1981). In the Radnor case study notable theorists including Scriven, Stake, Eisner, and Popham were asked to explain how they would evaluate Radnor’s humanities curriculum.
In this issue Alkin and Christie asked four contemporary theorists—Jennifer C. Greene, Gary T. Henry, Stewart I. Donaldson, and Jean A. King—to describe how they would evaluate the case of the “Bunche-Da Vinci Learning Partnership Academy.” The Bunche-Da Vinci Learning Partnership Academy is essentially a “unique partnership between the [school] district and a nonprofit educational company specializing in innovative school interventions for low-performing students” (Eisenberg, Winters, & Alkin, 2005, p. 5).
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References
Alkin, M. C., & Christie, C. A. (Eds.) (2005). Theorists' models in action. New Directions for Evaluation, 106. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.155
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Greene, J. C. (2005). A value-engaged approach for evaluating the Bunche-Da Vinci Learning Academy. In M. C. Alkin and C. A. Christie (Eds.), theorists' models in action (pp. 27-46). New Directions in Evaluation, 106. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.150
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Henry, G. T. (2005). In pursuit of social betterment: A proposal to evaluate the Da Vinci learning model. In M. C. Alkin and C. A. Christie (Eds.), theorists' models in action (pp. 47-64). New Directions in Evaluation, 106. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.151
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King, J. A. (2005). A proposal to build evaluation capacity at the Bunche-Da Vinci Learning Academy. In M. C. Alkin and C. A. Christie (Eds.), theorists' models in action (pp. 85-98). New Directions in Evaluation, 106. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.153
https://doi.org/10.1002/ev.153 DOI: https://doi.org/10.1002/ev.153