The false choice between theory-based evaluation and experimentation

New Directions for Evaluation

Volumn 2000, Issue 87, 2000, Pages 27-34

  Cook, Thomas D ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85040486038     PISSN: 10976736     EISSN: 1534875X     Source Type: Journal    
DOI: 10.1002/ev.1179     Document Type: Article

References (8)

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2. Anson, A., and others.“The Comer School Development Program: A Theoretical Analysis.“Journal of Urban Education, 1991, 26, 56-82.
3. Comer, J. P., School Power.New York, 1980.
4. Cook, T. D., and Campbell, D. T., Quasi-Experimentation: Design and Analysis Issues for Field Settings.Boston: Houghton Mifflin, 1979.
5. Cook, T. D., Hunt, H. D., and Murphy, R. M., “Comer’s School Development Program in Chicago: A Theory-Based Evaluation.“American Education Research Journal, forthcoming, summer 2000.
6. Cook, T. D., and others.“Comer’s School Development Program in Prince George’s County, Maryland: A Theory-Based Evaluation.“American Educational Research Journal, forthcoming, winter 2000.
7. Glymour, C., Scheines, R., Sprites, P., and Kelly, K., Discovering Causal Structure: Artificial Intelligence, Philosophy of Science, and Statistical Modeling.Orlando, Fla.: Academic Press, 1987.
8. Scriven, M., “Maximizing the Power of Causal Investigation: The Modus Operandi Method.“In G. V.Glass (ed.), Evaluation Studies Review Annual.Thousand Oaks, Calif.: Sage, 1976.