Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

The Use of Qualitative Methods in Large-Scale Evaluation: Improving the Quality of the Evaluation and the Meaningfulness of the Findings


by Julie Slayton & Lorena Llosa — 2005

In light of the current debate over the meaning of scientifically based research, we argue that qualitative methods should be an essential part of large-scale program evaluations if program effectiveness is to be determined and understood. This article chronicles the challenges involved in incorporating qualitative methods into the large-scale evaluation of the Waterford Early Reading Program and the decisions made in light of those challenges. We demonstrate that, in spite of the challenges, there are significant benefits associated with using qualitative methods on a large scale. More specifically, by using qualitative methods, we were able to improve the evaluation and generate findings that were meaningful and useful to stakeholders. It is our hope that our experiences can be used by others to inform their work as they seek to incorporate qualitative methods into their large-scale evaluations.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Use of Qualitative Methods in Large-Scale Evaluation: Improving the Quality of the Evaluation and the Meaningfulness of the Findings
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 107 Number 12, 2005, p. 2543-2565
http://www.tcrecord.org ID Number: 12251, Date Accessed: 10/23/2017 6:37:42 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Julie Slayton
    Los Angeles Unified School District
    E-mail Author
    JULIE SLAYTON is a chief educational research scientist for the Los Angeles Unified School District. Her research focuses on the relationship between district-provided professional development for teachers and changes in the quality of teacher pedagogy. Her earlier work focused on charter schools. She is the author of “School Funding in the Context of California Charter School Reform: A First Look” in The Multiple Meaning of Charter School Reform (Ed. A. S. Wells), Teachers College Press, 2003, and coauthor of “Defining Democracy in the Neoliberal Age: Charter School Reform and Educational Consumption in American Educational Research Journal, 2002.
  • Lorena Llosa
    New York University
    LORENA LLOSA is an assistant professor in the Department of Teaching and Learning at New York University’s Steinhardt School of Education. Her research focuses on validity issues related to the assessment of English learners’ language proficiency and content knowledge. She is the author of “Assessing English Learners’ Language Proficiency: A Qualitative Investigation of Teachers’ Interpretations of the California ELD Standards” in The CATESOL Journal, 2005.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS