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-  2019 

Reconsidering context: Six underlying features of context to improve learning from evaluation

DOI: 10.1177/1356389018803234

Keywords: context,logic models,theory-based evaluation

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Abstract:

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

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