• Corpus ID: 146322274

Theory-based Methodology: Using theories of change for development, research and evaluation

  title={Theory-based Methodology: Using theories of change for development, research and evaluation},
  author={Karen Laing and Liz Todd},
Promoting the joy of teaching and learning in a diverse world
Joy is a feeling that goes beyond happiness, and learning at whatever level should evoke joy in both students and teachers if its goals were to be met. However, the joy of learning may sometimes be
Implementing the Change Process for Staff and Student Success: An Instructional Module
Successful schools have a clearly defined vision for student success, usually measured by college and career readiness standards. They are able to articulate success indicators for student
A Partially Non-Compensatory Method to Measure the Smart and Sustainable Level of Italian Municipalities
A smart sustainable city (SSC) is a paradigm that encapsulates the latest lines of development in multiple fields of research. The attempt to converge towards a model of sustainable urban life, made
Theory of change: Drama and arts-based community engagement for malaria research and elimination in Cambodia
The results of two stakeholder-led evaluation workshops in which participants collaboratively developed theories of change to better understand the potential and actual impact of arts and drama-based activities on malaria in communities in Cambodia are presented.
Theory of change: Drama and arts-based community engagement for malaria research and elimination in Cambodia.
Five broad areas were identified as relevant for monitoring and evaluation: logistical and practical challenges; embeddedness and reach of engagement; health knowledge and confidence of young people; community-level malaria outcomes; impact on malaria.
Forest School for wellbeing: an environment in which young people can ‘take what they need’
ABSTRACT This paper presents data from a Forest School project aimed at impacting upon children and young people’s emotional wellbeing. It uses a theory of change methodology to evaluate impact and
A Multi-Aspect View on the Purposefulness of University Students as Prospective Teachers
Securing the quality and purposefulness competitiveness of education is one of the most topical issues in contemporary society. It can be achieved if there are competent and competitive teachers. The
The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be
Threats and their relative severity and driving forces in the African Elephant range wildlife protected areas of Ethiopia
Anthropogenic threats to five wildlife protected areas (PAs) in Ethiopia: Omo, Mago, Chebera Churchura and Kafta Sheraro National Parks, and Babille Elephant Sanctuary were studied. The study
A Race and Power Perspective on Police Brutality in America
This study presents a review of cases reported in the news media regarding unarmed black men shot and killed by police in the United States (U.S.) between the years 2011 and 2016. In the sampled


Co-producing evaluation: The contribution of theory-based methods, ECER 2015, Budapest
  • 2015
The Community Psychologist as Critical Friend: Promoting Critical Community Praxis
Community-engaged researchers have a responsibility to community partners to get beyond the traditional researcher stance to take on the active role of critical friend. On the basis of my own
Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators
This article relates to the use of an innovative visual research method, living graphs, to capture and represent the life experiences of teacher educators in two universities in the UK. Six
Theory of Change: a theory-driven approach to enhance the Medical Research Council's framework for complex interventions
This work proposes a theory-driven approach to the design and evaluation of complex interventions by adapting and integrating a programmatic design and Evaluation tool, Theory of Change (ToC), into the MRC framework for complex interventions and urges researchers developing and evaluating complex interventions to consider using it.
Interrogating the theory of change: evaluating impact investing where it matters most
How is impact investing evaluated? How can and should it be evaluated? Over the past 5 years, there has been solid progress in developing social impact metrics at the industry-wide, firm and
Making Connections: Theory and Practice of Using Visual Methods to Aid Participation in Research
Use Policy: The full-text may be used and/or reproduced and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not for
Better Communication Research Programme
The reports from the Better Communication Research Programme (BCRP) reflect the results of a three-year research programme designed to investigate the progress of children with speech, language and
The better communication research programme : improving provision for children and young people with speech, language and communication needs
The Better Communication Research Programme was commissioned as part of the Government’s response to the Bercow review of services for children and young people with speech, language and communication needs (SLCN).
The impact of attitudes and aspirations on educational attainment and participation
The ‘poverty gap’ in education means that children from poorer families tend to do less well at school and beyond. It is crucial to know whether this situation can be improved by activities to
Using diamond ranking as visual cues to engage young people in the research process
Purpose – The purpose of this article is to describe and consider the use of diamond ranking activities as visual cues to elicit ideas, prompt reflection and promote discussion amongst pupils (aged