The act of valuing in an evaluation may be perceived in different ways. We consider the multiple theoretic perspectives that govern an evaluator's behavior and present a typology of evaluator valuing roles. Within this typology we describe three ways in which value judgments are typically reached--by stakeholders alone, stakeholders and evaluators…

Programs and policies invariably contain new knowledge. Theories about knowledge utilization, diffusion, implementation, transfer, and knowledge translation theories illuminate some mechanisms of change processes. But more often than not, when it comes to understanding patterns about change processes, "the foreground" is privileged more…

Explores and deconstructs the meanings of responsive evaluation, suggesting the many tensions within the theory. Interprets these tensions as spaces for ongoing reinvention of creative practice in evaluation. (SLD)

Presents an integrated theory of evaluation influence that is broader than previous constructs of use and includes the dimensions of source, intention, and time. The resulting framework addresses process-based use and results-based use; intended and unintended use; and episodic and instrumental use. (SLD)

Describes the development of program theory evaluation and the various versions of program theory evaluation currently in use. Discusses some of the differences between theory and evaluation practice. Program theory evaluation consists of an explicit theory or model of how a program causes outcomes and an evaluation that is at least partially…

Provides guidance about which links in program theory to study and which theories to use. In choosing the links to study, the first criterion is to choose the links that are most critical to the success of the program. The second criterion is the degree of uncertainty about the linkage. (SLD)

Discusses the concept of process use as an important distinction between the evaluation theories of E. House and D. Fetterman, thus helping to explain the discordant results of C. Christie for these two theories. (SLD)

Discusses why evaluation has a field has not studied its own theory systematically and examines the tensions between the often-cited claim of K. Lewin that there is noting as practical as a good theory and the response of M. Fullan that there is nothing as theoretical as good practice. (Author/SLD)

Makes summary comments on the empirical study of evaluation theory and practice. Research has indicated that the statistical fit between theorists' and everyday evaluators' practice is weak, and the approaches used by everyday evaluators are not easily aligned with constructs assumed to be the theoretical terrain. (SLD)

Explores the relative strengths and weaknesses of program theory as a tool for inferring causality and outlines a five-stage approach that makes increased use of inductively built program theories as it takes more deliberate account of the varying levels of certainty that are required for evaluative conclusions. (Author/SLD)

Even simple program theory evaluations could be used in meta-analysis to provide benefits. Explores several ways to combine program theory evaluation and meta-analysis, using a hypothetical model and an actual example from a federal funding program. Outlines four potential benefits to incorporating program theory evaluation into meta-analysis.…

Discusses the nature of stakeholder participation in evaluation and contrasts E. House's commitment to involving all stakeholders to ensure that interests of all are included with other theorists' preference to involve a few stakeholders more intensely. (SLD)

Reviews some of the central insights from the preceding chapters of this issue as they relate to historical marker events from the past three decades that have influenced the evaluation profession and expanded notions of evaluation use. (Author/SLD)

Outlines essential features of program theory evaluation and discusses how it has been used to address concerns about inadequacies of performance information systems. Suggests enhancing the usefulness of program evaluation theory by incorporating information about program contexts, defining success criteria and comparisons for judging and…

Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD)