Formative evaluation for organisational learning: a case study of the management of a process of curriculum development
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt am Main [u.a.]
Lang
2008
|
| Ausgabe: | 1. Aufl. |
| Schriftenreihe: | Language testing and evaluation
8 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Zugl.: Luton, Univ., Diss. |
| Beschreibung: | XIV, 389 S. zahlr. Abb. u. Tab. |
| ISBN: | 9783631568057 3631568053 |
Internformat
MARC
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| 020 | |a 9783631568057 |c Pb. : EUR 56.50 |9 978-3-631-56805-7 | ||
| 020 | |a 3631568053 |c Pb. : EUR 56.50 |9 3-631-56805-3 | ||
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| 100 | 1 | |a O'Dwyer, John |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Formative evaluation for organisational learning |b a case study of the management of a process of curriculum development |c John O'Dwyer |
| 250 | |a 1. Aufl. | ||
| 264 | 1 | |a Frankfurt am Main [u.a.] |b Lang |c 2008 | |
| 300 | |a XIV, 389 S. |b zahlr. Abb. u. Tab. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Language testing and evaluation |v 8 | |
| 500 | |a Zugl.: Luton, Univ., Diss. | ||
| 648 | 7 | |a Geschichte 1993-2003 |2 gnd |9 rswk-swf | |
| 650 | 4 | |a Apprentissage organisationnel - Évaluation | |
| 650 | 4 | |a Programmes d'études - Planification - Évaluation | |
| 650 | 7 | |a Programmes d'études - Planification |2 ram | |
| 650 | 7 | |a Programmes d'études - Évaluation |2 ram | |
| 650 | 4 | |a Curriculum planning |x Evaluation | |
| 650 | 4 | |a Organizational learning |x Evaluation | |
| 650 | 0 | 7 | |a Curriculumentwicklung |0 (DE-588)4070157-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Anglistikstudium |0 (DE-588)4142463-3 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Formative Evaluation |0 (DE-588)4155004-3 |2 gnd |9 rswk-swf |
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| 689 | 0 | 2 | |a Curriculumentwicklung |0 (DE-588)4070157-8 |D s |
| 689 | 0 | 3 | |a Formative Evaluation |0 (DE-588)4155004-3 |D s |
| 689 | 0 | 4 | |a Geschichte 1993-2003 |A z |
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| 830 | 0 | |a Language testing and evaluation |v 8 |w (DE-604)BV019671029 |9 8 | |
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Datensatz im Suchindex
| _version_ | 1808867027521110016 |
|---|---|
| adam_text |
Table
of
Contents
Chapter
1:
Introducing the Study
1.1
Introduction
1
1.2
Aims of the Study
1
13
A Brief Outline of the Study
2
Chapter
2:
Formative Evaluation in Theory
2.1
Introduction
5
2.2
Towards an Understanding of Formative Evaluation (FE)
5
2.2.1
A Watershed Debate: the Coining of the Term 'Formative'
6
2.2.2
A Consensus v. Pluralist Perspective on FE
10
2.2.3
School-based Curriculum Development and FE
15
2.2.4
FE, Change, and Organisational Learning
22
2.2.5
FE and Research on the Utilization of Evaluation
29
2.2.6
FE: Evaluator-user and Insider-outsider Interface
35
2.3
Summary of Distinct Dimensions to FE from the Literature
41
2.3.1
A Historical Dimension
41
2.3.2
A Paradigmatic Dimension
42
2.3.3
An
Evaluator
Dimension
43
2.3.4
An Organisational Dimension
44
2.4
A Theoretical, Conceptual Meta-model of FE in Organisations
46
2.4.1
Elements of a Theoretical Model
46
2.4.2
The Workings of the Model
47
2.4.3
Deficiencies in the Model and Concluding Remarks
50
Chapter
3:
Formative Evaluation in Practice
3.1
Introduction
53
3.2
A Critical Analysis of Examples of FE in Practice
S3
3.2.1
Commonalities in Context and Philosophy
54
3.2.2
Evaluator
Role and Methods
57
3.2.3
Formative Evaluation in the Organization
59
3.2.4
The Outcomes of Formative Evaluation
61
33
The Research Agenda
64
3.3.1
Conclusions from the Literature Review: Research Needs
64
3.3.2
Research Questions Stemming from Research Needs
67
Chapter
4:
The Context of the Study
4.1
Introduction
69
4.2
Institutional, Legal
&
Other External Environmental Factors
69
4.3
The Antecedents to Curriculum Change
-
the Internal
Environment up to
1992 72
VI!
4.3.1
Starting
Out
(1986
to
1989) 72
4.3.2
A Failing Institution
(1989
to
1992) 73
4.3.3
A Watershed Year
(1992) 76
4.4
In Response to Poor Performance
78
4.4.1
Responding through Management Processes
79
4.4.2
Responding Through Curriculum Processes
80
4.4.3
Responding Through Testing Processes
81
4.4.4
Responding to Emerging Issues
82
4.5
Renewing the Curriculum
83
4.5.1
Aims and Systems of the New Curriculum
83
4.5.2
Encasing Factors
85
4.5.3
Intended Outcomes
86
4.5.4
Changing the Culture
88
4.5.5
Theory-of-action
89
4.5.6
Fluctuations in Institutional Resources
91
4.6
The Formative Evaluation Project
92
4.6.1
Rationale for the Formative Evaluation Project
92
4.6.2
The Process Adopted for Formative Evaluation
93
4.7
Conclusion
94
Chapter
5:
Research Design
5.1
Introduction
97
5.2
Theoretical Framework: Research Aims/Design Rationale
97
5.2.1
Rationale for Research Focus
97
5.2.2
Research Questions and Purposes
98
5.2.3
Research Strategy
102
5.2.4
Unit of Analysis
106
5.3
Methodological Framework: Handling the Data
106
5.3.1
Quality Issues: Validity, Reliability, and Trustworthiness
107
5.3.2
Collecting and Analyzing the Documentary Data
111
5.3.3
Collecting and Analyzing the Interview Data
113
5.3.4
Collecting and Analyzing the Exam Data
116
5.4
Empirical Validation Study
-
Time frame
2 119
5.4.1
Individual Interviews with Key Informants
120
5.4.2
Focus Group Discussions
121
5.4.3
Questionnaire to Program Managers and Teachers
125
5.5
Respecting Ethical Research Procedures
127
5.5.1
General Issues Related to Ethics
127
5.5.2
Measures Taken to Preserve Ethical Integrity of Study
128
5.6
Conclusion
130
VIII
Chapter
б:
FE Cases:
Analysis and Results
6.1
Introduction
133
6.2
Selection of Individual Cases of FE Activity in
1993-4 133
6.3
Case
1 —
Independent Study Component Evaluation
138
6.3.1
The Beginnings ofF.E. ofthe ISC -Course
1/1993 138
6.3.2
The Continuation of the FE of the ISC -Courses
2
to
4/1993-4 146
6.3.3
Further Developments in the FE of the ISC
-1994
and Beyond
153
6.3.4
The Continuing Path of the ISC Evaluation
158
6.3.5
Research Outcomes for Phase
1
of the Research Design (ISC)
163
6.4
Case
2 -
Student Evaluation of Teaching/Learning (SET/SEL)
169
6.4.1
An Outline of the Design System for SET/SEL
169
6.4.2
The Formative Process: Establishing the SET/SEL System
-
Phases land
2 172
6.4.3
The Further Development of SET: the
SEL
System
-
Phases
3
and
4 178
6.4.4
The
SEL
System
-
Phase
5 182
6.4.5
Research Outcomes of Phase
1
of the Research Design (SET)
182
6.5
Case
3 -
Evaluation of Teaching Unit Structure
(TUS)
186
6.5.1
Origins and Design of the Evaluation of Teaching Unit
Structure
(TUS)
186
6.5.2
Issues from the Gathering, Interpretation and Use of
TUS
Evaluation Data
190
6.5.3
TUS
Evaluation's Impact on the Organization
-
Meta-formative
Evaluation
194
6.5.4
Research Outcomes for Phase
1
of the Research Design
(TUS)
201
6.6
Validation Evidence and Conclusions from Phase
2
of
Research Design
204
6.6.1
Individual Interviews with Informants
204
6.6.2
Focus Group Discussions
208
6.6.3
Questionnaire Data
213
6.6.4
Conclusions
218
6.7
Intra-case Comparison of the Characteristics of Effective FE
218
6.7.1
Formative Evaluation Types and Characteristics
218
6.7.2
Comparison of Effectiveness and Limitations of Different
FE Types
222
6.7.3
Comparison with Other Evaluations in the Institution
226
6.8
Conclusion
226
Chapter
7:
A Quantitative Study of Curriculum Outcomes
7.1
Introduction
229
7.2
BUSEL's Proficiency Exam (COPE)
-
a Measuring Rod
229
73
Establishing Test Equivalence Using the
Rasch
Model
235
ix
7.4
Comparing Difficulty Levels of COPE Use of English
Paper 247
7.5
Establishing Standards over Time for COPE Writing Paper
243
7.6
Concluding Remarks
248
Chapter
8:
Conclusions and Implications
8.1
Introduction
251
8.2
The Aims of the Research
251
8.3
The Main Findings of the Study
252
8.3.1
Three Different Types of FE Posited by the Study
252
8.3.2
The Contribution ofFE to Organisational Development
253
8.3.3
The Contribution of FE to Organisational Learning
254
8.3.4
The Impact of FE on Organisational Sustainability
255
8.3.5
The Contribution of FE to Curriculum Renewal and Outcomes
256
8.3.6
Summary of Findings
256
8.4
Implications of Findings
257
8.4.4
Implications for the Practice of Formative Evaluation
257
8.4.5
Implications for the Organisation
258
8.4.6
Implications for Individuals
258
8.5
Amended Model
259
8.6
Implications for the Literature
260
8.6.1
An Empirically Based Model of Formative Evaluation
260
8.6.2
Differentiated Formative Evaluation Models
261
8.6.3
Formative Evaluation and Utilization
262
8.6.4
Formative Evaluation and Organisational Learning
264
8.6.5
Empirical Studies of Formative Evaluation
264
8.6.6
A Systems Approach to Curriculum Development
265
8.6.7
Evaluator
Roles
266
8.6.8
Measurement of Outcome Impact of Formative evaluation
267
8.7
Limitations of the Study
268
8.8
General Lessons and Recommendations
269
Bibliography
273
Glossary of Acronyms
291 |
| adam_txt |
Table
of
Contents
Chapter
1:
Introducing the Study
1.1
Introduction
1
1.2
Aims of the Study
1
13
A Brief Outline of the Study
2
Chapter
2:
Formative Evaluation in Theory
2.1
Introduction
5
2.2
Towards an Understanding of Formative Evaluation (FE)
5
2.2.1
A Watershed Debate: the Coining of the Term 'Formative'
6
2.2.2
A Consensus v. Pluralist Perspective on FE
10
2.2.3
School-based Curriculum Development and FE
15
2.2.4
FE, Change, and Organisational Learning
22
2.2.5
FE and Research on the Utilization of Evaluation
29
2.2.6
FE: Evaluator-user and Insider-outsider Interface
35
2.3
Summary of Distinct Dimensions to FE from the Literature
41
2.3.1
A Historical Dimension
41
2.3.2
A Paradigmatic Dimension
42
2.3.3
An
Evaluator
Dimension
43
2.3.4
An Organisational Dimension
44
2.4
A Theoretical, Conceptual Meta-model of FE in Organisations
46
2.4.1
Elements of a Theoretical Model
46
2.4.2
The Workings of the Model
47
2.4.3
Deficiencies in the Model and Concluding Remarks
50
Chapter
3:
Formative Evaluation in Practice
3.1
Introduction
53
3.2
A Critical Analysis of Examples of FE in Practice
S3
3.2.1
Commonalities in Context and Philosophy
54
3.2.2
Evaluator
Role and Methods
57
3.2.3
Formative Evaluation in the Organization
59
3.2.4
The Outcomes of Formative Evaluation
61
33
The Research Agenda
64
3.3.1
Conclusions from the Literature Review: Research Needs
64
3.3.2
Research Questions Stemming from Research Needs
67
Chapter
4:
The Context of the Study
4.1
Introduction
69
4.2
Institutional, Legal
&
Other External Environmental Factors
69
4.3
The Antecedents to Curriculum Change
-
the Internal
Environment up to
1992 72
VI!
4.3.1
Starting
Out
(1986
to
1989) 72
4.3.2
A Failing Institution
(1989
to
1992) 73
4.3.3
A Watershed Year
(1992) 76
4.4
In Response to Poor Performance
78
4.4.1
Responding through Management Processes
79
4.4.2
Responding Through Curriculum Processes
80
4.4.3
Responding Through Testing Processes
81
4.4.4
Responding to Emerging Issues
82
4.5
Renewing the Curriculum
83
4.5.1
Aims and Systems of the New Curriculum
83
4.5.2
Encasing Factors
85
4.5.3
Intended Outcomes
86
4.5.4
Changing the Culture
88
4.5.5
Theory-of-action
89
4.5.6
Fluctuations in Institutional Resources
91
4.6
The Formative Evaluation Project
92
4.6.1
Rationale for the Formative Evaluation Project
92
4.6.2
The Process Adopted for Formative Evaluation
93
4.7
Conclusion
94
Chapter
5:
Research Design
5.1
Introduction
97
5.2
Theoretical Framework: Research Aims/Design Rationale
97
5.2.1
Rationale for Research Focus
97
5.2.2
Research Questions and Purposes
98
5.2.3
Research Strategy
102
5.2.4
Unit of Analysis
106
5.3
Methodological Framework: Handling the Data
106
5.3.1
Quality Issues: Validity, Reliability, and Trustworthiness
107
5.3.2
Collecting and Analyzing the Documentary Data
111
5.3.3
Collecting and Analyzing the Interview Data
113
5.3.4
Collecting and Analyzing the Exam Data
116
5.4
Empirical Validation Study
-
Time frame
2 119
5.4.1
Individual Interviews with Key Informants
120
5.4.2
Focus Group Discussions
121
5.4.3
Questionnaire to Program Managers and Teachers
125
5.5
Respecting Ethical Research Procedures
127
5.5.1
General Issues Related to Ethics
127
5.5.2
Measures Taken to Preserve Ethical Integrity of Study
128
5.6
Conclusion
130
VIII
Chapter
б:
FE Cases:
Analysis and Results
6.1
Introduction
133
6.2
Selection of Individual Cases of FE Activity in
1993-4 133
6.3
Case
1 —
Independent Study Component Evaluation
138
6.3.1
The Beginnings ofF.E. ofthe ISC -Course
1/1993 138
6.3.2
The Continuation of the FE of the ISC -Courses
2
to
4/1993-4 146
6.3.3
Further Developments in the FE of the ISC
-1994
and Beyond
153
6.3.4
The Continuing Path of the ISC Evaluation
158
6.3.5
Research Outcomes for Phase
1
of the Research Design (ISC)
163
6.4
Case
2 -
Student Evaluation of Teaching/Learning (SET/SEL)
169
6.4.1
An Outline of the Design System for SET/SEL
169
6.4.2
The Formative Process: Establishing the SET/SEL System
-
Phases land
2 172
6.4.3
The Further Development of SET: the
SEL
System
-
Phases
3
and
4 178
6.4.4
The
SEL
System
-
Phase
5 182
6.4.5
Research Outcomes of Phase
1
of the Research Design (SET)
182
6.5
Case
3 -
Evaluation of Teaching Unit Structure
(TUS)
186
6.5.1
Origins and Design of the Evaluation of Teaching Unit
Structure
(TUS)
186
6.5.2
Issues from the Gathering, Interpretation and Use of
TUS
Evaluation Data
190
6.5.3
TUS
Evaluation's Impact on the Organization
-
Meta-formative
Evaluation
194
6.5.4
Research Outcomes for Phase
1
of the Research Design
(TUS)
201
6.6
Validation Evidence and Conclusions from Phase
2
of
Research Design
204
6.6.1
Individual Interviews with Informants
204
6.6.2
Focus Group Discussions
208
6.6.3
Questionnaire Data
213
6.6.4
Conclusions
218
6.7
Intra-case Comparison of the Characteristics of Effective FE
218
6.7.1
Formative Evaluation Types and Characteristics
218
6.7.2
Comparison of Effectiveness and Limitations of Different
FE Types
222
6.7.3
Comparison with Other Evaluations in the Institution
226
6.8
Conclusion
226
Chapter
7:
A Quantitative Study of Curriculum Outcomes
7.1
Introduction
229
7.2
BUSEL's Proficiency Exam (COPE)
-
a Measuring Rod
229
73
Establishing Test Equivalence Using the
Rasch
Model
235
ix
7.4
Comparing Difficulty Levels of COPE Use of English
Paper 247
7.5
Establishing Standards over Time for COPE Writing Paper
243
7.6
Concluding Remarks
248
Chapter
8:
Conclusions and Implications
8.1
Introduction
251
8.2
The Aims of the Research
251
8.3
The Main Findings of the Study
252
8.3.1
Three Different Types of FE Posited by the Study
252
8.3.2
The Contribution ofFE to Organisational Development
253
8.3.3
The Contribution of FE to Organisational Learning
254
8.3.4
The Impact of FE on Organisational Sustainability
255
8.3.5
The Contribution of FE to Curriculum Renewal and Outcomes
256
8.3.6
Summary of Findings
256
8.4
Implications of Findings
257
8.4.4
Implications for the Practice of Formative Evaluation
257
8.4.5
Implications for the Organisation
258
8.4.6
Implications for Individuals
258
8.5
Amended Model
259
8.6
Implications for the Literature
260
8.6.1
An Empirically Based Model of Formative Evaluation
260
8.6.2
Differentiated Formative Evaluation Models
261
8.6.3
Formative Evaluation and Utilization
262
8.6.4
Formative Evaluation and Organisational Learning
264
8.6.5
Empirical Studies of Formative Evaluation
264
8.6.6
A Systems Approach to Curriculum Development
265
8.6.7
Evaluator
Roles
266
8.6.8
Measurement of Outcome Impact of Formative evaluation
267
8.7
Limitations of the Study
268
8.8
General Lessons and Recommendations
269
Bibliography
273
Glossary of Acronyms
291 |
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| author | O'Dwyer, John |
| author_facet | O'Dwyer, John |
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| author_sort | O'Dwyer, John |
| author_variant | j o jo |
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| callnumber-search | HD58.82 |
| callnumber-sort | HD 258.82 |
| callnumber-subject | HD - Industries, Land Use, Labor |
| classification_rvk | DP 1420 ES 763 |
| ctrlnum | (OCoLC)258767536 (DE-599)DNB986183903 |
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| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| discipline_str_mv | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| edition | 1. Aufl. |
| era | Geschichte 1993-2003 gnd |
| era_facet | Geschichte 1993-2003 |
| format | Book |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| geographic | Türkei (DE-588)4061163-2 gnd |
| geographic_facet | Türkei |
| id | DE-604.BV023072106 |
| illustrated | Illustrated |
| index_date | 2024-07-02T19:33:28Z |
| indexdate | 2024-08-31T02:07:05Z |
| institution | BVB |
| isbn | 9783631568057 3631568053 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016275242 |
| oclc_num | 258767536 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR DE-11 |
| owner_facet | DE-29 DE-355 DE-BY-UBR DE-11 |
| physical | XIV, 389 S. zahlr. Abb. u. Tab. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Lang |
| record_format | marc |
| series | Language testing and evaluation |
| series2 | Language testing and evaluation |
| spelling | O'Dwyer, John Verfasser aut Formative evaluation for organisational learning a case study of the management of a process of curriculum development John O'Dwyer 1. Aufl. Frankfurt am Main [u.a.] Lang 2008 XIV, 389 S. zahlr. Abb. u. Tab. txt rdacontent n rdamedia nc rdacarrier Language testing and evaluation 8 Zugl.: Luton, Univ., Diss. Geschichte 1993-2003 gnd rswk-swf Apprentissage organisationnel - Évaluation Programmes d'études - Planification - Évaluation Programmes d'études - Planification ram Programmes d'études - Évaluation ram Curriculum planning Evaluation Organizational learning Evaluation Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf Anglistikstudium (DE-588)4142463-3 gnd rswk-swf Formative Evaluation (DE-588)4155004-3 gnd rswk-swf Türkei (DE-588)4061163-2 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Türkei (DE-588)4061163-2 g Anglistikstudium (DE-588)4142463-3 s Curriculumentwicklung (DE-588)4070157-8 s Formative Evaluation (DE-588)4155004-3 s Geschichte 1993-2003 z DE-604 Language testing and evaluation 8 (DE-604)BV019671029 8 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016275242&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | O'Dwyer, John Formative evaluation for organisational learning a case study of the management of a process of curriculum development Language testing and evaluation Apprentissage organisationnel - Évaluation Programmes d'études - Planification - Évaluation Programmes d'études - Planification ram Programmes d'études - Évaluation ram Curriculum planning Evaluation Organizational learning Evaluation Curriculumentwicklung (DE-588)4070157-8 gnd Anglistikstudium (DE-588)4142463-3 gnd Formative Evaluation (DE-588)4155004-3 gnd |
| subject_GND | (DE-588)4070157-8 (DE-588)4142463-3 (DE-588)4155004-3 (DE-588)4061163-2 (DE-588)4113937-9 |
| title | Formative evaluation for organisational learning a case study of the management of a process of curriculum development |
| title_auth | Formative evaluation for organisational learning a case study of the management of a process of curriculum development |
| title_exact_search | Formative evaluation for organisational learning a case study of the management of a process of curriculum development |
| title_exact_search_txtP | Formative evaluation for organisational learning a case study of the management of a process of curriculum development |
| title_full | Formative evaluation for organisational learning a case study of the management of a process of curriculum development John O'Dwyer |
| title_fullStr | Formative evaluation for organisational learning a case study of the management of a process of curriculum development John O'Dwyer |
| title_full_unstemmed | Formative evaluation for organisational learning a case study of the management of a process of curriculum development John O'Dwyer |
| title_short | Formative evaluation for organisational learning |
| title_sort | formative evaluation for organisational learning a case study of the management of a process of curriculum development |
| title_sub | a case study of the management of a process of curriculum development |
| topic | Apprentissage organisationnel - Évaluation Programmes d'études - Planification - Évaluation Programmes d'études - Planification ram Programmes d'études - Évaluation ram Curriculum planning Evaluation Organizational learning Evaluation Curriculumentwicklung (DE-588)4070157-8 gnd Anglistikstudium (DE-588)4142463-3 gnd Formative Evaluation (DE-588)4155004-3 gnd |
| topic_facet | Apprentissage organisationnel - Évaluation Programmes d'études - Planification - Évaluation Programmes d'études - Planification Programmes d'études - Évaluation Curriculum planning Evaluation Organizational learning Evaluation Curriculumentwicklung Anglistikstudium Formative Evaluation Türkei Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016275242&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV019671029 |
| work_keys_str_mv | AT odwyerjohn formativeevaluationfororganisationallearningacasestudyofthemanagementofaprocessofcurriculumdevelopment |