%0 Journal Article
%T Reconsidering context: Six underlying features of context to improve learning from evaluation
%A Mike Coldwell
%J Evaluation
%@ 1461-7153
%D 2019
%R 10.1177/1356389018803234
%X This article considers the role of context in ¡®theory-based¡¯ evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. These features are applied to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation
%K context
%K logic models
%K theory-based evaluation
%U https://journals.sagepub.com/doi/full/10.1177/1356389018803234