2012-2

I
I
SFU
SIMON FRASER UNIVERSITY
THINKING OF THE WORLD
EDUCATION 830-5
Implementation and Evaluation of Educational Programs
Spring Semester 2012 Instructor: Dr. Gillian Judson
Meeting Dates: May 11112,25/26 Office: tba
June 8/9, 22123
July 10-13 !3;cO - g: k.r bt-+O
Times: May Office Tel: nla
May 12-9:00-3:00 ... " Cell:
-May 25-4:30-2;2O!tVlU e j.
May STUDY OttlJ4
June . 8:00
June 9-9:0Q.-3:00
June t.K(,fttM..
June 23-INDEPENDENT
10, E 5,60
(July 12-JN6EPENDENT STUDY. to\.1-\! l V<1'J&
Location:
Room:
SFU Surrey Campus
#3270
COURSE RATIONALE:
Email: gcj@sfu.ca
This course examines theoretical and practical dimensions of educational program implementation
and evaluation. With a focus on evaluation of educational programs, it aims to deepen students'
understanding of the principles that currently guide program evaluation and to consider their
appropriateness for the evaluation ofImaginative Education.
COURSE DESCRIPTION:
This course will begin by exploring mainstream discourse relating to the evaluation of educational
programs. Selected readings will serve to both highlight and problematize some of the main
principles involved in evaluation of educational programs. With an interest in developing an
understanding of how Imaginative Education may be evaluated, students will engage in a
collaborative literature search/case study investigation into principles for determining the worth of
this particular program. In-class discussions, readings and activities are designed to contribute to a
final assignment in which students are expected to demonstrate their understanding of the
theoretical and practical dimensions of evaluating Imaginative Education-Is Imaginative
Education achieving its aims? How can we tell? Challenges surrounding implementation of
educational programs will also be addressed.
REQUIRED TEXTS:
Readings for the first two classes will be provided approximately 2 weeks prior to the start of the
GJudson Page 1 10104112
course. A detailed reading list for the remainder of the course will be provided during the first
class. Students are not required to purchase a text for this course.
ASSESSMENTIEV ALUATION:
a) Collaborative Work-25% (Includes in-class discussions/activities, on-going peer
interaction, and one small-group assignment.)
b) Cumulative Project-75% (D.:tRr JJff)
ACADEMIC HONESTY STATEMENT
PLEASE NOTE: Students in all Faculty of Education courses are responsible for knowing policies
pertaining to academic integrity available on the
website: http://students.sfu.calacademicintegrity/policy/index.html.
Some Details
On Class Times-Please note the slightly longer Friday night hours on May 25 and June.22. On
the Saturdays that follow (May 26 and June 23) you are not required to come to campus for class-
details for these INDEPENDENT STUDY days will be provided.
On Format/Aim-I'd like to mention three things about the course structure/aims. First, it is
designed to engage, and develop, your PHILOSOPHIC (and hopefully Ironic) understanding of
the course topics (the implementation and evaluation of educational programs). Each class has been
designed to engage some philosophic consideration of the topic: what's the story or the meta-
narrative? What general theories explain the "truth" about the topic? What anomalies emerge?
How can these be dealt with? How does the topic engage one's sense of agency? Please note: Your
final assignment for the course should reflect your philosophic understanding of the topic. Second,
what is unique about implementation and evaluation ofIE is that there isn't much out there to go on.
We are "breaking new ground" here. To support our groundbreaking work, the course involves
some collaborative research. Don't worry; this is not as bad as it sounds. Through collaborative
research we can assemble a collection of articles and case studies that can inform our thinking.
Notice that I've only selected Y2 of the readings for the course-you will select the other Y2.
(Details to follow). In hopes of enabling you TIME to explore some of the complexity of the field
independently I've limited the number of assigned readings for each class to (mostly) two. (Believe
me, it is much easier to assign a lot of readings than it is to identify a few key pieces.). Third, you
are no longer students of IE; you are educational consultants with a very important assignment. IE
is sweeping across the province, the nation, the world, the galaxy etc. You've been hired by the
Ministry of Education, based on your expertise in IE, to identify principles for evaluating IE
programs. As you prepare your assignments for this course please keep in mind our context, who
you are and the audience you are writing for.
On Readings-
Required Readings For May/June (Classes 1-5): I've assigned a few readings for each session in
the first Y2 of the course. They are listed on our SCHEDULE OF CLASSES. These readings are
to provoke your thinking, connect to the topic of the day and add something to your
understanding of implementation and evaluation of programs. Please use these readings in your
final assignment. You do not need to buy a course text. We will be using an ebook available
OJ .... , faJ<t ru5kJ 1m r
te1
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through the SFU library catalogue. It offers you a lot of information about theoretical and practical
dimensions of program evaluation. You have TIME on independent workdays to familiarize
yourself with its contents. (FYI. To access the text, go to the library website and search for the
book by the title. It will be listed as an ebook. Click on it to read it.) Text: Stufflebeam, D.,
Madaus, G., & Kelleghan, T. (Eds.) (2000). Evaluation models: Viewpoints on educational and
human services evaluation. Boston: Kluwer Academic Publishers.
Required Reading For Class 6-On June 9 we will be having a forum on implementation issues
specifically. It's not all roses. Indeed, implementation problems a:reoccurring throughout the
province. In some schools teachers claim to be "doing IE" but have actually only superficially
embraced the approach. In other schools teachers are resisting changing their practice at all.
frustrated. Administrators are frustrated. What does the literature on educational implementation ~ ~
Despite funding to support the change and clear mandates to transition toward this kind of teaching,
some teachers are feeling this initiative, like so many before, will pass eventually. Teachers are J '
tell us about the complexities of this process? What is particularly important, in your opinion, for
the successful implementation of IE? What needs to happen to successfully implement IE from
start (introducing the ideas) to finish (maintaining and enriching understanding of IE among
educators)?
I have identified a few articles that will give you some background on challenges related to
educational change. I recommend you read these to get an idea of major themes and issues around
implementation. In preparation for the forum on June 9 please find another article on
implementation that you think will deepen our understanding this process. Each of you will be
discussing the main points of your chosen article during our forum on implementation. For a lively
and relaxed discussion it is vital that you be prepared; please be able to talk comfortably about the
ideas in the article you select. You should be familiar enough with them to not need to read from
your notes or the article itself. You do not need to provide a detailed account of the article's
contents as much as indicate what particular aspect of the argument is relevant for our challenge in
implementing IE. (We will create a list of these articles' reference information so you can,
following our discussion, identify those you would like to look at in preparation for your final
assignment. )
Note: We will be focusing on preparing for your comprehensive exams during Classes 7/8-tbere
are no required readings.
Required readings for July (Classes 9-12). As mentioned earlier, the required readings for the
last.part of the course are going to be selected by you. Half of you will be selecting articles for us to
all'l'ead closely while the other half will be identifying programs (on-line most likely) that we will
investigate as case studies. (Details to follow.) Please note: If you sign up to select an article, the
DEADLINE for sending out your article to the class is June 23, 2012. We all need plenty of time
to read and understand it. Please use the listserv email (imag-surrey@sfu.ca) to send your selected
article as a "doc" or "pdf' or "rich text" (any format we can read). Please include in the email all
reference information for the article. (If you are presenting a case study you may direct us to read
ahead of time or you may simply present on the program you select in class.)
About RecommendedlRelated Readings-(listed on your schedule). RecommendedlRelated
readings will not be explicitly discussed in class but are ones that you may find helpful. You might
enjoy Eisner's (1985) book entitled The Educational Imagination: On the design and evaluation of
G Judson Page 3 10/04/12
school programs. (There are now 3 editions of this book-any version is, in my opinion, a valuable
thing to read). .
On Reading Partners-have you got one? You need one. Please decide early in the term who you
will work with WEEKLY during the semester to discuss assigned readings (you can meet in person
or you can phone, skype, email etc.). The key is REGULAR and SUSTAINED contact with this
person throughout the term. Please work with your reading partner on your article/case study
assignment.
On Assignment(s) & Evaluation/Assessment-Collaborative and Individual Assignments
**CoIIaborative Work-Two Components (25%). Dates tbd.
1. DiscussionslIn-Class Activities-as usual, you are expected to actively participate in all
small and large group class discussions/activities. This portion of your grade also includes
the selection and presentation of an article on implementation.
2. Article Search/Semin OR ase Study Presentation (during luly)-For this assignment,
you ana a partner will be responSl Ie for EITHER selecting an article on educational
program evaluation and leading a seminar on the contents of the article OR selecting a
program of interest that you will then present to the class in the form of an (informal) case
study. You will be asked at the start of the course to sign up for either an article/seminar OR
JOJJ; a case study presentation. Here are some details ...
\ t I ofJ }) Article Search/Seminar. Please select an article relating to the evaluation of educational
~
J % \() programs that you reercontributes to your assignment: the articulation of principles for
\ 1 evaluating IE. You can choose an article that is 300 pages long if you want but I really
.J doubt that you will. Your peers might slash your tires if you did. Please remember that your
G Judson
article must be sent to the class NO LATER THAN June 23. Earlier submissions are
welcome, as everyone (including me) needs time to read the article CLOSELY for the
assigned class; your selected articles constitute required coune reading. Please prepare
to lead a discussion on the article during the assigned class. You may choose to give us
some guiding questions to think about as we read. Your aim in the seminar-the duration of
which should be around 60 minutes-is to support a rich discussion around what the article
brings to our growing understanding of evaluation of educational programs. We should
critically examine the article by considering its strengths and weakness, and its possible .
contributions to our understanding of how best to evaluate IE programs. ~
Case Study Presentation. In addition to research contained in articles, I'd like us to look at
real-world examples of educational programs to see if processes involved in
assessing/evaluating their effectiveness can contribute to our understanding oflE. With a
partner, please find an educational program that has been implemented somewhere in the
world. Finland? Australia? You will have approximately 60 minutes to introduce us to the
program and indicate what we can learn from it. Be critical-what are its strengths? What
are its limitations? Why did you choose to discuss it? Are there principles or guidelines that
can inform our task? If so, what are they? Are there specific classroom activities that would
be suitable to include in assessment/evaluation of IE student learning (that then would
indicate if IE is achieving its aims)? If you would like us to spend some time looking at the
Page 4 10/04/12
p r o g r a m ~ r some aspect of it-before your presentation PLEASE give us plenty of time to
do so.
**Individual Assignment-Your assignment will be submitted in two parts. On or before June 30,
2012 please submit a document containing Parts A, B & C only (-worth 25% of the course mark)
and then on or before July 18 (?), 2012 please submit a second document containing Parts D & E
only (-worth 50% of the course mark).
Context: It is 2030 and IE is increasingly being implemented in schools in BC. Scratch that. IE is
taking over the country ... the world-the entire educational universe. Close to home, teachers
province-wide have been engaged in on-going long-term study ofIE, deepening their knowledge of
IE in school-based professional learning communities. Universities are churning out new teachers
trained in IE. Unfortunately, it is becoming increasingly obvious that traditional means of
evaluating the effectiveness of educational programs are unsuitable for evaluating IE; they are
simply not appropriate for determining its worth or value. Adding fuel to the fire, parents are
concerned with the infusion of imagination in topics like mathematics, science and social studies
programs. Another problem has been with implementation-IE is not being employed successfully
in some schools/districts. Why not? Does IE present some unique implementation challenges?
What can be done? The Ministry of Education needs YOU, an expert on IE, to articulate how we
can evaluate IE. You will be paid very poorly for your work. But this doesn't matter to you
because you get to work one-on-one with none other than the MOST honourable Christy Clark.
(Sorry ... )
Your report to the Ministry should include-but is not limited to-the following
sections/dimensions:
A. Introduction.
Describe for your scholarly audience how evaluation of programs is currently understood in the
field of education-what's the meta-narrative? What are the general theories we often think with
when it comes to evaluation of programs?
B. Rationale For Change.
You can provide here a rationale for articulating a new, imaginative approach to evaluate
educational programs. Describe what is problematic about these theories-what is missing or
misaligned? What are the anomalies? What particular demands does IE make that current
evaluative procedures fail to address? (Other questions ... )
c. Implementation-Issues and Suggestions.
Educational change is complicated and challenging, In this section indicate the dimensions of
educational change you consider to be most important to address when it comes to the successful
implementation ofIE in schools/districts. Why is implementation unsuccessful in some contexts?
Suggest some ways to facilitate implementation or identifY strategies for successful implementation
of IE.
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~ ~ .,
(D. Guidelines For EvaluatiDg IE Programs-Evaluating the School and the Student.
Articulate here what principles should guide evaluation of IE in schools/classrooms. What
questions should be asked? Are there considerations specific to teachers? Administrators? Parents?
What kinds of "performance indicators" should the Ministry of Education be looking for to assess
whether its schools are doing well? Is IE delivering what it claims tor R ')
1UWtt J! +ht tJiai/vtVWOlU .
E. An Example.
Provide a detailed example of how one aspect of an IE program might be evaluated. Clearly define
your context or what aspect of evaluation you'll look at. So, for example, indicate what you are
looking to measure and how this evaluation "tool" would help determine if IE is achieving its
objectives-does it assess student engagement? If so, how? Does it assess if imaginative
engagement is contributing to learning? If so, how? Does it evaluate an IE school overall? Does it
align with the beliefs/values underlying IE? Does it look more broadly at the IE theory itself?
~
~ . Please Note: We will be PEER EDITING Parts D & E of this assignment during the LAST class.
~ Please bring ONE paper copy of your assignment to class.
~ ~ On length: Quality over quantity. Your TOTAL assignment should be about 17-18 double-spaced
~ ~ pages in length. Your assignment should NOT exceed 20 double-spaced pages. Suggested
guideline: Parts A-C might be 8-9 pages. Parts D & E approximately 9-10 pages. (Does that help?)
(Option B. Perhaps you'd rather work for even less money? Ifso, then you can work for the IERG.
How can we evaluate the IE program at Corbett? What guidelines could be used to evaluate other
IE programs-liD, WSP, lEE? Another idea: What educational change model would you design
that would support the implementation ofIE in all schools? There are other options for you if this
job offer from the ministry doesn't interest you. Right now, however, the course is designed to
facilitate the completion of the assignment detailed above. In fact, the topics of the classes
correspond with different sections of your assignment. If you would rather complete a different
assignment-one that contains the breadth of content indicated above and one that indicates your
understanding of both evaluation of educational programs and implementation-please see me and
we can work out the details. Please keep in mind, though, that you will be required to complete the
required readings in order to fully participate in the discussiOns/activities.)
Please submit your assignment to me as an attachment to an email. Thanks.
Assessment Criteria For Written Assignments
AlA +: Outstanding grasp of concepts and issues; evidence of careful and precise reading of required
texts and of other related texts; ability to accurately relate theoretical discussions to practice;
critical evaluation of readings and discussions and lectures giving evidence of independent
and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to
the ideas of others, and courtesy in addressing them; imaginative organization and
presentation of written work.
A-: As above but at a somewhat lower level of acuteness.
B+: Clear use of relevant literature and background reading; appropriate use of relevant
concepts; sound structure and good organization; sound critical evaluation; linkages with
wider issues made clearly; courtesy in dealing with others' ideas and opinions.
GJudson Page 6 10104112
B:
B-:
C/C-:
F:
Date
Friday
Reasonably accurate grasp of key concepts and issues; analyses and di scussions relevant and
appropriate; adequately clear structufe to written work; readings sensibly incorporated into
arguments; evaluative di scussions made accurately and sensibly; COllrtcSY in dealing with
others' ideas and opinions.
As above, but at a somewhat lower level of acuteness.
Little evidence of required readi ng or little evidence that it has been adequately understood;
limited grasp of the concepts being discussed; divergence from the main point to only
peripherally or superficially rel ated items; largely dealing with anecdotal or concrete
instances rather than with the level of principles and theories; largely descriptive wri ting
with lillie analysis, though showing some grasp of the main issues.
Solely descriptive and onl y peri pheral point s engaged; lack of evidence of reading or limited
understanding of what rcad; conceptual confusion, irrelevant and muddled material poorl y
organized.
02 S h fC ._____!lDVC 83 - c edule 0 lasses/Readlnl!s

Topics Required Recommended
Activities & nelated
!
Rcadines
Setting the Stufflebeam,
May II , scene--our D., Madaus,
2012 context and your G.,&
jPO- 8:00 assignment Kclleghan, T.

(Eds.) (2000).
Details: Course Chapter 1-
Aims, Format , ebook
V
Readings,
Research, King, J.
Schedule etc. (2003)-
handout
t/
Saturday What's the stol)' Stuffi ebeam,
May 12, on evaluation D. , Madaus,
2012 and assessment G. , &
9:00-3:00 of educational Kellcghan, T.
programs? (Eds.) (2000).
Looking for the Chapters 23-
metanarrative. ebook
Exploring some
general theories.
An introduction
to "the"
di scourse-
theoretical and
hi storical
insights
G Judson Page 7 10104/12
Friday Identifying Eisner

anomalies- (2001)-
12 missing pieces, email *

misalignments,
9:20** and Newfeld el. a/.
inconsistencies (2003)-
in theory and
email* vi
practice
Saturday No ClassOn Refining Eisner Miller (2009)-
May 26, Campus- understanding- (2000)-ebook email *
2012 Independent considering Ch.12**
Work alternatives. Young (2009)-
*other ebook email *
chapters (you
Today you choose)
have time to
look at other Mabry, L.
program (2003). In
evaluation Living Color:
models-try Qualitative
to get a sense Methods in
of the field, Educational
how it is Evaluation.-
shaped, the handout*
discourse it
contains etc.
What are the
"anomalies"
that lead us to
changetbe
way in which
we conceive
of the .
evaluation of
educational
programs?
Friday Refining * Same
June 8, understanding- readings as
2012 considering May 26, 2012
4d6=8:00 alternatives.

GJudson Page 8 10104/12
Saturday
June 9,
2012
9:00-3:00
Friday
June 22,
2012
4:30-



Forum on
implementation
-A closer look
at educational
change.
Understanding
the complexities
and identifying
strategies for
successful
implementation
of educational
change.
**Your article
o/choice.
Who are you
representing
today? What
do you add to
our growing
understanding
of issues
around
implementing
IE?
Cuttress, C.,
Fullan, M., &
Kilcher, A.
(2005)--email *
Fullan, M. &
Miles, M. B.
(I 992)--email*
Hargreaves, A. &
Goodson, I.
(2006)--email *
(I would skim
this-focus on the
findings ... )
(Related)
Fullan (1993-
Chapters 1 & 2)
Fullan (2006)-
email upon
request*
Preparation For Comprehensive Exams (to be held July 19 & 20,
2012)
Our Agenda:
*QuestionslConcems-the scope, possible fonnats etc.
*Collaboration-It can be difficult to work out what one wants to
share as part of a comprehensive exam and how one can imaginatively
demonstrate one's understanding of IE. This collaborative session aims
to move you toward a better sense of what you might do. Be prepared to
discuss the following questions in class:
a) Think about what products you have created or what topics you have
investigated in the program so far. What idea/topic/theme connects your
work? What, if anything, do you see as missing or needing filled out in
your investigation?
b) Identify a memorable pedagogical moment you have had during your
program-your "moment" might be an idea reflected in a particular
idea/project you have completed, or it might be an experience you have
had as a student or a teacher "doing" IE. What did this "moment" (an ah
ha moment?) teach you about IE?
* Bavan 's Comprehensive Exam
It -{-'uS a tfltts
Saturday Your assignment for INDEPENDENT STUDY today: ] l>ettti liM. Sl-Ud
June 23, I. Plan what you will do for your comprehensive exam-build on artitle
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M q-ii'4,
G Judson Page 9 10/04/12
I
Tuesday,
July 10,
2012
11:30-
4:30
Wednesday,
July 11,
2012
11:30-
4:30
Thursday
July 12,
2012
Friday July
13,2012
AM-
please
attend
conference
sessions.
PM-
1:30-4:00
GJudson
2. Work on your course assignment-Aim to submit Parts A, B, &
C on or before June 30.2012.
July Schedule
Collaborative 2 student-
Literature Review: selected
2 Article Seminars articles
=
=
2 Case Studies
PresentationslDiscussions
=
=
Collaborative 2 student-
Literature Review: selected
2 Article Seminars articles
=
=
2 Case Studies
PresentationslDiscussions
=
=
Where do you Need a day to digest?
work, think, Independent work/study
write best? time to prepare final
Go there! assignment for peer
editing
SFU Conference Starts
Tonight-Please attend if
you can manage it!
"AM: SFU Conference" AM
Please attend
conference Peer Editing
sessIons. Infonnal Sharing of
"PM: Please Work
bring a paper Group Hug
copy offmal
assignment for
peer editing
"Final Work
Due:
July 18 (1),
2012
Page 10 10104/12
EDUC 830 Reading List
Required Course Readings
(From the Ebook*: Stufflebeam, D., Madaus, G., & Kelleghan, T. (Eds.) (2000). Evaluation
models: Viewpoints on educational and human services evaluation. Boston: Kluwer Academic
Publishers.)
* Chapter I-Madaus and Stufflebeam "Program Evaluation: A Historical Overview"
* Chapter 2-Madeaus and Kellaghan "Models, Metaphors, and Definitions in Evaluation"
* Chapter 3-Stufflebeam "Foundational Models for 21 5t Century Program Evaluation"
* Chapter 12-Flinders and Eisner "Educational Criticism as a Form of Qualitative Inquiry"
From Kellaghan, T. & Stuftlebeam, D. (Eds.) (2003). International Handbook of Educational
Evaluation (Part One: Perspectives & Part Two: Practice). DordrechtIBostonILondon: Kluwer
Academic Publishers. (I'll give you handouts for these):
Ch. 9 In Living Color: Qualitative Methods in Educational Evaluation (Linda Mabry)
Ch. 32 Evaluating Educational Programs and Project in the USA-Jean King
Eisner, E. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367-
372. *will email
Newfield, D., Andrew, D., Stein, P, & Maungedzo, R. (2003). 'No number can describe how good it
was': assessment issues in the multimodal classroom. Assessment in education, 10(1),61-81. *will
email
RecommendedlRelated** Course Readings
-On Evaluation of Educational Programs
Stufflebeam, D., Madaus, G., & Kelleghan, T. (Eds.) (2000). Evaluation models: Viewpoints on
educational and human services evaluation. Boston: Kluwer Academic Publishers.
(Lots of potentially useful chapters in this ebook ... )
* Chapter 4-Tyler "A Rationale for Program Evaluation"
* Chapter IS-Scriven "Evaluation Ideologies"
* Chapter 18-Stake "Program Evaluation, Particularly Responsive Evaluation"
* Chapter 22-House and Howe "Deliberative Democratic Evaluation in Practice"
-On Evaluating Imagination-Ideas for Evaluating IE
Literature Search & Review (You will add to this list. .. )
Brickell, H. M. (1976). Needed: Instruments as good as our eyes. Journal of Multidisciplinary
Evaluation, 7(15),171-179. *will email
Miller, J. (2009). Weaving imagination into an academic framework: Attitudes, assignments, and
assessments. Englishjournal, 99(2), 67-73. *will email
Young, L. P. (2009). Imagine creating rubrics that develop creativity. Englishjournal, 99(2), 74
GJudson Page II 10104/12
79. *will email
... (add ... )
*Remember that we are going to build this reading list together. rve started us offwith a few
articles that may help us deal with the issue of how to evaluate IE as a program including the
difficult question of how to evaluate the engagement of imagination in the classroom. Please send
us a link to your "addition" or, better yet, the actual article, no later than June 23, 2012.
--On Educational Change-Implementation (Recommended)
Cuttress, C., Fullan, M., & Kilcher, A. (2005). 8 Forces for leaders of change. Journal of Staff
Development, 26 (4), pp. 54-58. *will email
Fullan, M. & Miles, M. B. (1992). Getting reform right: What works and what doesn't. The Phi
Delta Kappan, 73 (10), pp. 744-752. *will email
Hargreaves, A. & Goodson, I. (2006). Educational Change Over Time? The sustainability and
nonsustainability of three decades of secondary school change and continuity. Educational
Administration Quarterly, 42 (3), pp. 3-41. *will email
--On Educational Change-Implementation (Related)
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: The
Falmer Press. *will email upon request
(If you are finding yourself fascinated with implementation ... )
Fullan, M. (2006). Leading professionalleaming. School Administrator, 63 (10), 5 pp. *will email
upon request
*Remember that you are each required to find an article about educational change/implementation
for June 8, 2012. The readings I provide here give you some background in the field and may also
provide you with some useful references.
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!