Evaluation capacity building in the schools: Administrator-led and teacher-led perspectives

Frances Lawrenz, Kelli Thomas, Douglas Huffman, Lesa Covington Clarkson

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


The purpose of this article is to describe evaluation capacity building using an immersion approach in two schools: one with an administrator-led process and one with a teacher-led process. The descriptions delineate conceptual, developmental, and sustainability aspects of capacity building through the perspectives of the teachers, principals, and evaluation specialists. The immersion approach to evaluation capacity building highlights the distinctions between developing capacity for using evaluation information and the capacity to conduct evaluations, and provides insight into the use of direct and indirect approaches to building capacity. The two cases also showcase the roles played by ownership in developing evaluation capacity, especially sustainability.

Original languageEnglish (US)
Pages (from-to)61-82
Number of pages22
JournalCanadian Journal of Program Evaluation
Issue number3 SPEC. ISSUE
StatePublished - 2008


Dive into the research topics of 'Evaluation capacity building in the schools: Administrator-led and teacher-led perspectives'. Together they form a unique fingerprint.

Cite this