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An Evolutionary Case Study of Using Theory-Based Evaluation in a Math and Science Partnership Project

Abstract

This paper addresses the following claim(s):

"Our claim is relatively simple. We believe that many MSP projects have neither the capacity nor the research context to allow for randomized control trials to assess the effects of professional development interventions on both teachers and their students. Yet many of the MSP's have a direct interest in exploring such causal connections. Additionally, because many of the MSP professional development projects are delivering PD that is complex, hierarchical, menu-driven, time-extensive, and theoretically under-developed in terms of their empirical bases, we believe theory-based evaluation provides a well-established form of disciplined inquiry that is uniquely well-suited for this type of evaluative work."

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