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Putting systemic evaluation into the design team process: Walking the talk
DISSERTATION

, Indiana University, United States

Indiana University . Awarded

Abstract

Education communities all over the United States are struggling to create new educational systems, but few models for the design process exist. One vital quality of any successful systems design is for the users to be able to simultaneously create and evaluate their design processes. In this dissertation, the researcher describes a reflexive, dynamic, and inclusive evaluation process for school community design teams.

This research builds a process following the formative research methodology of Roma (1990) and others. In the first “Fuzzy” Stage of the emergent model, the data were drawn from the researcher's tacit knowledge and experience in three areas: as a change agent and member of the Restructuring Support Services at Indiana University; as a researcher for a nationwide survey of restructuring schools; and as a student of Educational Systems Design. Three activities resulted: a matrix of twelve “Start-up Questions” to guide teams in incorporating evaluation into their design process; twelve “Rules of Thumb” based on cases from the researcher's experience and a diagram to help map responses to the matrix questions.

The data for the second iteration, the “Working Model,” were drawn from a nationwide research study, the School Improvement Resources Inquiry - USA. These data included a questionnaire on the schools' change processes, telephone interviews and documents from the original study. It also includes additional documents and telephone interviews with the SIRIUS-A school respondents three years later. The procedure resulted in the further development of all parts of the model's first iteration. The new data provided two additional matrices for generating additional questions, illustrated by case histories. The “Rules of Thumb” and the diagram gained two new aspects also. The research added depth with Wheel of Learning (Senge, et al., 1994) and breadth with SIRIUS-A stages.

As a result, the researcher created an approach to systemic evaluation that incorporates both theory and data from field experiences. The approach should help the creation of school systems designs, the design team process and a research design process.

Citation

Ryan, D.F. Putting systemic evaluation into the design team process: Walking the talk. Ph.D. thesis, Indiana University. Retrieved November 16, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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