Hansen Mark, Alkin Marvin C, Wallace Tanner Lebaron
Social Research Methodology Division, Department of Education, Graduate School of Education & Information Studies, University of California, Los Angeles, United States.
Eval Program Plann. 2013 Jun;38:34-43. doi: 10.1016/j.evalprogplan.2012.03.012. Epub 2012 Mar 10.
Here, we describe the development of logic models depicting three theories of evaluation practice: Practical Participatory (Cousins & Whitmore, 1998), Values-engaged (Greene, 2005a, 2005b), and Emergent Realist (Mark et al., 1998). We begin with a discussion of evaluation theory and the particular theories that were chosen for our analysis. We then outline the steps involved in constructing the models. The theoretical prescriptions and claims represented here follow a logic model template developed at the University Wisconsin-Extension (Taylor-Powell & Henert, 2008), which also closely aligns with Mark's (2008) framework for research on evaluation.
在此，我们描述了逻辑模型的开发，这些模型描绘了三种评估实践理论：实践参与式（考辛斯和惠特莫尔，1998年）、价值参与式（格林，2005a，2005b）和新兴现实主义（马克等人，1998年）。我们首先讨论评估理论以及为我们的分析所选择的特定理论。然后，我们概述构建模型所涉及的步骤。这里所呈现的理论规定和主张遵循了威斯康星大学推广分校开发的逻辑模型模板（泰勒 - 鲍威尔和赫内特，2008年），该模板也与马克（2008年）的评估研究框架紧密契合。
