Literaturnachweis - Detailanzeige
| Autor/in | Edmonstone, John |
|---|---|
| Titel | The Challenge of Evaluating Action Learning |
| Quelle | In: Action Learning: Research and Practice, 12 (2015) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-7333 |
| DOI | 10.1080/14767333.2015.1041452 |
| Schlagwörter | Experiential Learning; Adult Education; Program Evaluation; Program Effectiveness; Evaluation Methods; Evaluation Problems; Formative Evaluation; Summative Evaluation; Research Methodology; Educational Benefits; Organizational Development; Educational Practices |
| Abstract | The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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