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The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education

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Title: The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education
Language: English
Authors: Munter, Charles, Cobb, Paul, Shekell, Calli
Source: American Journal of Evaluation. Mar 2016 37(1):7-26.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Evaluation Research, Clearinghouses, Standards, Mathematics Education, Educational Research, Program Evaluation, Elementary Secondary Education, Theories, Effect Size, Statistical Analysis
DOI: 10.1177/1098214015571122
ISSN: 1098-2140
Abstract: We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K-12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory was articulated and used in the evaluation, and for evaluator, study, and program characteristics. Our analyses revealed that very few evaluations attended to program theory, but that aspects of program theory use--as well as reported effect sizes--varied by study and evaluator characteristics.
Abstractor: As Provided
Number of References: 44
Entry Date: 2016
Accession Number: EJ1089579
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K-12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory was articulated and used in the evaluation, and for evaluator, study, and program characteristics. Our analyses revealed that very few evaluations attended to program theory, but that aspects of program theory use--as well as reported effect sizes--varied by study and evaluator characteristics.
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      – SubjectFull: Standards
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