Journey Analysis: A Framework for Integrating Consultation and Evaluation in Complex Change Initiatives

Journal of Educational and Psychological Consultation

Volumn 10, Issue 2, 1999, Pages 145-172

  Lawson, Hal A ^a  

^a UNIVERSITY OF UTAH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033470807     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1207/s1532768xjepc1002_3     Document Type: Article

References (49)

1. Adelman, H., & Taylor, L. (1997). Addressing barriers to learning: Beyond school-linked services and full-service schools. American Journal of Orthopsychiatry, 6, 108-121.
2. Anderson, D. (1996). A journey analysis examining an understanding of health behaviors: A student's process in change. In K. Hooper-Briar & H. Lawson (Eds.), Expanding partnerships for vulnerable children, youth and families (pp. 196-202). Washington, DC: Council on Social Work Education.
3. Annie E. Casey Foundation. (1995). The path of most resistance. Baltimore: Author.
4. Argyris, C., & Schön, D. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley.
5. Aspen Institute Roundtable on Comprehensive Community Initiatives for Children and Families. (1997). Voices from the field: Learning from the early work of comprehensive community initiatives. Washington, DC: Aspen Institute.
6. Beck, J. (1998). 100 years of "just say no" versus "just say know": Reevaluating drug education goals for the coming century. Evaluation Review, 21, 15-45.
7. Benson, P. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.
8. Bickman, L. (1996). A continuum of care: More is not always better. American Psychologist, 51, 689-701.
9. Brady, C. (1996). New learning community school: The first year's journey. Unpublished evaluation report, Cheryl Brady Associates, Shawnee Mission, KS.
10. Brady, C. (1997). New learning community school: The second year. Unpublished evaluation report, Cheryl Brady Associates, Shawnee Mission, KS.
11. Bruner, C. (1996) Realizing a vision for children, families and neighborhoods: An alternative to other modest proposals. Des Moines, IA: National Center for Service Integration, Child and Family Policy Center.
12. Chelimsky, E. (1997). The coming transformations in evaluation. In E. Chelimsky & W. Shadish (Eds.), Evaluation for the 21st century: A handbook (pp. 1-26). Thousand Oaks, CA: Sage.
13. Cohen, A., & Kibel, B. (1993). The basics of open-systems evaluation: A resource paper. Chapel Hill, NC: Pacific Institute for Research and Evaluation.
14. Connell, J., Kubisch, A., Schorr, L., & Weiss, C. (Eds.). (1995). New approaches to evaluating community initiatives: Concepts, methods, and contexts. Washington, DC: Aspen Institute.
15. Cook, T. (1997). Lessons learned in evaluation over the past 25 years. In E. Chelimksy & W. Shadish (Eds.), Evaluation for the 21st century: A handbook (pp. 30-52). Thousand Oaks, CA: Sage.
16. Cox, P., & deFrees, J. (1991). Work in progress: Restructuring in ten Maine schools. Andover, MA: Regional Laboratory and Maine Department of Education.
17. Dane, A., & Schneider, B. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-45.
18. D'Emidio-Caston, M., & Brown, J. (1998). The other side of the story: Student narratives on the California drug, alcohol, and tobacco education program. Evaluation Review, 22, 95-117.
19. Elias, M. (1994). Capturing excellence in applied settings: A participant conceptualizer and praxis explicator role for community psychologists. American Journal of Community Psychology, 22, 293-318.
20. Fetterman, D., Kaftarian, S., & Wandersman, A. (Eds.). (1996). Empowerment evaluation: Knowledge and tools for self-assessment and accountability. Thousand Oaks, CA: Sage.
21. Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51, 327-358.
22. Goldring, E. (1996). Environmental adaptation and selection: Where are the parents and the public? In R. Crowson, W. Boyd, & H. Mawhinney (Eds.), The politics of education and the new institutionalism: Reinventing the American school (pp. 43-53). Washington, DC: Falmer.
23. Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. Thousand Oaks, CA: Sage.
24. Halpern, R. (1995). Rebuilding the inner city: A history of neighborhood organization in the United States. New York: Columbia University Press.
25. Hooper-Briar, K., & Lawson, H. (1994). Serving children, youth and families through interprofessional collaboration and service integration: A framework for action. Oxford, OH: Danforth Foundation and Institute for Educational Renewal at Miami University.
26. Lawson, H. (1994). Journey analysis: A hybrid evaluation methodology. Unpublished manuscript, School of Education and Allied Professions, Miami University, Oxford, OH.
27. Lawson, H. (1996). Developing interprofessional education programs: Definitions, content, assumptions, principles. In K. Hooper-Briar & H. Lawson (Eds.), Expanding partnerships for vulnerable children, youth and families (pp. 181-195). Washington, DC: Council on Social Work Education.
28. Lawson, H. (1998). Academically-based community scholarship, consultation as collaborative problem-solving, and a collective-responsibility model for the helping fields. Journal of Educational and Psychological Consultation, 9, 195-232.
29. Lawson, H., & Briar-Lawson, K. (1997). Connecting the dots: Progress toward the integration of school reform, school-linked services, parent involvement and community schools. Oxford, OH: Danforth Foundation and Institute for Educational Renewal at Miami University.
30. Lawson, H., Briar-Lawson, K., Peterson, N., Harris, N., Hoffman, T., Sallee, A., & Derezotes, D. (1999, April). The development of an empowerment-oriented model for interprofessional collaboration, organizational improvement, and policy change. Paper presented at the meeting of the American Educational Research Association, Montreal, Canada.
31. Lawson, H., & Hooper-Briar, K. (1994). Expanding partnerships: Involving colleges and universities in interprofessional collaboration and service integration. Oxford, OH: Institute for Educational Renewal at Miami University and Danforth Foundation.
32. Patton, M. (1997). Utilization-focused evaluation:The new century text. Thousand Oaks, CA: Sage.
33. Rappaport, J. (1993). Narrative studies, personal stories, and identity transformation in a mutual help context. Journal of Applied Behavioral Science, 29, 237-254.
34. Rice, R., & Rogers, E. (1980). Reinvention of the innovation process. Knowledge: Creation, Diffusion, Utilization, 1, 499-514.
35. Rinsdorf, D., & Saxe, L. (1998). Zero effects in substance abuse programs: Avoiding false positives and false negatives in the evaluation of community-based programs. Evaluation Review, 22, 78-94
36. Rose, R. (1993). Lesson-drawing in public policy: Aguide to learning across time and space. Chatham, NJ: Chatham House.
37. Sarason, S., & Lorentz, E. (1998) Crossing boundaries: Collaboration, coordination and the redefinition of resources. San Francisco: Jossey-Bass.
38. Schön, D., & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. New York: Basic Books.
39. Schorr, L. (1997). Common purpose: Strengthening families and neighborhoods to rebuild America. New York: Anchor-Doubleday.
40. Schram, B. (1998). Creating small scale social programs: Planning, implementation and evaluation. Thousand Oaks, CA: Sage.
41. Scriven, M. (1997). Truth and objectivity in evaluation. In E. Chelimsky & W. Shadish (Eds.), Evaluation for the 21st century: A handbook (pp. 477-500). Thousand Oaks, CA: Sage.
42. Springer, J., & Phillips, J. (1994). Policy learning and evaluation design: Lessons from the community partnership demonstration project. Journal of Community Psychology, 22, 117-139.
43. Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage.
44. Surko, M., Lawson, H., & Muse, E. (1999). Launching a journey analysis of a community school initiative. Universities and Community Schools, 6, 25-49.
45. Tucker, S. (1996). Benchmarking: A guide for educators. Thousand Oaks, CA: Corwin.
46. Weick, C., & Westley, F. (1996). Organizational learning: Affirming an oxymoron. In C. Hardy & W. Nord (Eds.), Handbook of organization studies (pp. 440-458). Thousand Oaks, CA: Sage.
47. Weiss, C. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. In J. Connell, A. Kubish, L. Schorr, & C. Weiss (Eds.), New approaches to evaluating community initiatives: Concepts, methods and contexts (pp. 65-92). Washington, DC: Aspen Institute.
48. Weiss, C. (1997). How can theory-based evaluation make greater headway? Evaluation Review, 21, 501-524.
49. White, J., & Wehlage, G. (1995). Community collaboration: If it is such a good idea, why is it so hard? Educational Evaluation and Policy Analysis, 17(1), 23-38.