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A Dialogical Epistemology for Educational Evaluation

by William R. Penuel - 2010

This chapter contrasts the approach to educational evaluation championed in recent educational policy-making with a dialogical epistemology of evaluation. A dialogical epistemology, drawn from the writings of M. M. Bakhtin, enjoins evaluators to consider multiple voices and their relative authority and power in making judgments of the worth or merit of programs. Further, it positions them as participants in policy discussions rather than arbiters of program value whose authority stems from the methods they use.

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This article originally appeared as NSSE Yearbook Vol 109. No. 1.

Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 128-143
https://www.tcrecord.org ID Number: 18408, Date Accessed: 1/19/2022 11:38:15 PM

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About the Author
  • William Penuel
    SRI International
    E-mail Author
    WILLIAM R. PENUEL is director of evaluation research at the Center for Technology in Learning at SRI International. His research focuses on teacher learning in science, technology, and mathematics education. His recent publications include “What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation” (2007, American Educational Research Journal), “Analyzing Teachers’ Professional Interactions in a School as Social Capital: A Social Network Approach” (2009, Teachers College Record) and “Comparing Three Approaches to Preparing Teachers to Teach for Deep Understanding in Earth Science” (2008, the Journal of the Learning Sciences).
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