Articulating Educational Partnership Theories of Change Using Dialectical Pluralism and Collaborative Logic Modeling

• In Event: Roundtable Session 57
  In Roundtable Session: Methodological Issues and Approaches to Program Evaluation in Schools

Abstract

Funding agencies increasingly require articulating theories of change and logic models for educational proposal submission. This paper focuses on a collaborative logic modeling (CLM) development process that employs Dialectical Pluralism (DP), which is a social justice process philosophy, communication theory, and meta-paradigm for dialoging with multiple perspectives. DP’s inclusion of multiple stakeholders and use of deliberative democracy aligns with AERA’s 2016 theme. A template for applying DP principles to CLM is provided. The findings address the benefits and challenges of (a) helping build consensus and foster collaboration across complex layers of networked partners, (b) strengthening program management, implementation in research and evaluation designs, and (c) facilitating identification and articulation of negotiated theories of change.

Authors

• Susan A. Tucker, Evaluation and Development Associates LLC

• Edward McLain, The University of Alaska - Anchorage

• Burke Johnson, University of South Alabama

• Ray Ivatt, E and D Associates LLC