• Volume OnePart One: Contemporary TrendsSection One: Research on Evaluation Theory, Method, and PracticeAdvancing Empirical Scholarship to Further Develop Evaluation Theory and Practice - Christina ChristieDeveloping Standards for Empirical Examinations of Evaluation Theory - Robin MillerResearch on Evaluation: A Needs Assessment - Michael Szanyi, Tarek Azzam and Matthew GalenTaking Stock of Empowerment Evaluation: An Empirical Review - Robin Miller and Rebecca CampbellDesigning Evaluations: A Study Examining Preferred Evaluation Designs of Educational Evaluators - Tarek Azzam and Michael SzanyiA Systematic Review of Theory-Driven Evaluation Practice from 1990 to 2009 - Chris Coryn, Lindsay Noakes, Carl Westine and Daniela SchröterEvaluator Characteristics and Methodological Choice - Tarek AzzamResearch on Evaluation Use: A Review of the Empirical Literature from 1986 to 2005 - Kelli Johnson, Lija Greenseid, Stacie Toal, Jean King, Frances Lawrenz and Boris VolkovEvaluation Use: Results from a Survey of U.S. American Evaluation Association Members - Dreolin Fleischer and Christina ChristieGoing through the Process: An Examination of the Operationalization of Process Use in Empirical Research on Evaluation - Courtney Amo and J. Bradley CousinsAn Empirical Examination of Validity in Evaluation - Laura Peck, Yushim Kim and Joanna LucioPart Two: Emerging IssuesSection One: Visualizing Evaluation DataData Visualization and Evaluation - Tarek Azzam, Stephanie Evergreen, Amy Germuth and Susan KistlerGIS in Evaluation: Utilizing the Power of Geographic Information Systems to Represent Evaluation Data - Tarek Azzam and David RobinsonSection Two: CommunicationUnlearning Some of Our Social Scientist Habits - E. Jane DavidsonReconceptualizing Evaluator Roles - Gary Skoltis, Jennifer Morrow and Erin BurrVolume TwoPart One: Methodological DevelopmentsSection One: Perspectives on ValidityValidity Frameworks for Outcome Evaluation - Huey Chen, Stewart Donaldson and Melvin MarkReframing Validity in Research and Evaluation: A Multidimensional, Systematic Model of Valid Inference - George JulnesRecommendations for Practice: Justifying Claims of Generalizability - Larry HedgesSection Two: Perspectives on CausalityCampbell and Rubin: A Primer and Comparison of Their Approaches to Causal Inference in Field Settings - William ShadishContemporary Thinking about Causation in Evaluation: A Dialogue with Tom Cook and Michael Scriven - Thomas Cook, Michael Scriven, Chris Coryn and Stephanie EvergreenCampbell’s and Rubin’s Perspectives on Causal Inference - Stephen West and Felix ThoemmesEvaluating Methods for Estimating Program Effects - Charles ReichardtReflections Stimulated by the Comments of Shadish (2010) and West & Thoemmes (2010) - Donald RubinAn Economist’s Perspective on Shadish (2010) and West and Thoemmes (2010) - Guido ImbensPart Two: Empirical DevelopmentsSection One: Quasi-Experiments that Resemble Experiments`Three Conditions under Which Experiments and Observational Studies Produce Comparable Causal Estimates: New Findings from Within-Study Comparisons - Thomas Cook, William Shadish and Vivian WongCan Nonrandomized Experiments Yield Accurate Answers? A Randomized Experiment Comparing Random and Nonrandom Assignments - William Shadish, M.H. Clark and Peter SteinerComment: The Design and Analysis of Gold Standard Randomized Experiments - Donald RubinRejoinder - William Shadish, M.H. Clark and Peter SteinerAn Assessment of Propensity Score Matching as a Nonexperimental Impact Estimator: Evidence from Mexico’s PROGRESA Program - Juan Diaz and Sudhanshu HandaExamining the Internal Validity and Statistical Precision of the Comparative Interrupted Time Series Design by Comparison with a Randomized Experiment - Travis St. Clair, Thomas Cook and Kelly HallbergSection Two: Improving the Design of Cluster-Randomized TrialsEmergent Principles for the Design, Implementation, and Analysis of Cluster-based Experiments in Social Science - Thomas CookUsing Covariates to Improve Precision for Studies That Randomize Schools to Evaluate Educational Interventions - Howard Bloom, Lashawn Richburg-Hayes and Alison BlackStrategies for Improving Precision in Group-Randomized Experiments - Stephen Raudenbush, Andres Martinez and Jessaca SpybrookNew Empirical Evidence for the Design of Group Randomized Trials in Education - Robin Jacob, Pei Zhu and Howard BloomIntraclass Correlations and Covariate Outcome Correlations for Planning Two- and Three-Level Cluster-Randomized Experiments in Education - Larry Hedges and Eric HedbergThe Implications of “Contamination” for Experimental Design in Education - Christopher RhoadsStratified Sampling Using Cluster Analysis: A Sample Selection Strategy for Improved Generalizations from Experiments - Elizabeth TiptonVolume ThreePart One: Developments in Qualitative MethodsSection One: Advances in Qualitative Analysis TechniquesA General Inductive Approach for Analyzing Qualitative Evaluation Data - David ThomasQualitative Comparative Analysis (QCA) and Related Systematic Comparative Methods: Recent Advances and Remaining Challenges for Social Science Research - Benoît RihouxA New Realistic Evaluation Analysis Method: Linked Coding of Context, Mechanism, and Outcome Relationships - Suzanne Jackson and Gillian KollaA Proposed Model for the Analysis and Interpretation of Focus Groups in Evaluation Research - Oliver MasseyPart Two: Developments in Mixed MethodsSection One: Defining Mixed MethodsMixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson and Anthony OnwuegbuzieToward a Methodology of Mixed Methods Social Inquiry - Jennifer GreeneToward a Definition of Mixed Methods Research - R. Burke Johnson, Anthony Onwuegbuzie and Lisa TurnerIntegrating Quantitative and Qualitative Research: How Is It Done? - Alan BrymanIs Mixed Methods Social Inquiry a Distinctive Methodology? - Jennifer GreenePutting the MIXED Back Into Quantitative and Qualitative Research in Educational Research and Beyond: Moving toward the Radical Middle - Anthony OnwuegbuzieSection Two: Mixed Methods TypologiesA General Typology of Research Designs Featuring Mixed Methods - Charles Teddlie and Abbas TashakkoriConducting Mixed Analyses: A General Typology - Anthony Onwuegbuzie et al.A Typology Of Mixed Methods Research Designs - Nancy Leech and Anthony OnwuegbuzieSection Three: Mixed Methods in PracticeTransformative Paradigm: Mixed Methods and Social Justice - Donna MertensGrounded Theory in Practice: Is It Inherently a Mixed Method? - R. Burke Johnson, Marilyn McGowan and Lisa TurnerCommunities of Practice: A Research Paradigm for the Mixed Methods Approach - Martyn DenscombeA Theory-Driven Evaluation Perspective on Mixed Methods Research - Huey ChenMixed Methods and Credibility of Evidence in Evaluation - Donna Mertens and Sharlene Hesse-BiberGuidelines for Conducting and Reporting Mixed Research in the Field of Counseling and Beyond - Nancy Leech and Anthony OnwuegbuzieThe Validity Issue in Mixed Research - Anthony Onwuegbuzie and R. Burke JohnsonMixed Data Analysis: Advanced Integration Techniques - Anthony Onwuegbuzie et al.Volume FourPart One: Enduring Issues of Evaluation PracticeSection One: MetaevaluationQuality, Context, and Use: Issues in Achieving the Goals of Metaevaluation - Leslie Cooksy and Valerie CaracelliConcurrent Meta-Evaluation: A Critique - Carl Hanssen, Franz Lawrenz and Diane DunetMetaevaluation in Practice: Selection and Application of Criteria - Leslie Cooksy and Valerie CaracelliEvaluating the Quality of Self-Evaluations: The (Mis)match between Internal and External Meta-Evaluation - Jan Vanhoof and Peter Van PetegemMeta-Evaluation Revisited - Michael ScrivenSection Two: EthicsExpanding the Conversation on Evaluation Ethics - Thomas SchwandtThe Good, the Bad, and the Evaluator: 25 Years of AJE Ethics - Michael MorrisEthics and Development Evaluation: Introduction - Patrick GrassoEveryday Ethics: Reflections on Practice - Gretchen Rossman and Sharon RallisNonparticipant to Participant: A Methodological Perspective on Ethics - Scott RosasSection Three: Using Program Theory in EvaluationConstructing Theories of Change: Methods and Sources - Paul Mason and Marian BarnesUnpacking Black Boxes: Mechanisms and Theory Building in Evaluation - Brad Astbury and Frans LeeuwUsing Programme Theory to Evaluate Complicated and Complex Aspects of Interventions - Patricia RogersPart Two: Enduring Issues of Evaluation TrainingSection One: Evaluation Capacity Building/DevelopmentA Research Synthesis on the Evaluation Capacity Building Literature - Susan Labin, Jennifer Duffy, Duncan Meyers, Abraham Wandersman and Catherine LeseneA Multidisciplinary Model of Evaluation Capacity Building - Hallie Preskill and Shanelle BoyleMeasuring Evaluation Capacity – Results and Implications of a Danish Study - Steffen Nielsen, Sebastian Lemire and Majbritt SkovA Self-Assessment Procedure for Use in Evaluation Training - Daniel Stufflebeam and Lori WingateSection Two: Evaluator CompetenceEstablishing Essential Competencies for Program Evaluators - Laurie Stevahn, Jean King, Gail Ghere and Jane MinnemaEvaluator Competencies: What’s Taught versus What’s Sought - Jennifer Dewey, Bianca Montrosse, Daniela Schröter, Carolyn Sullins and John Mattox IIA Conversation on Cultural Competence in Evaluation - Joseph Trimble, Ed Trickett, Celia Fisher and Leslie GoodyearDevelopment and Validation of the Cultural Competence of Program Evaluators (CCPE) Self-Report Scale - Krystall Dunaway, Jennifer Morrow and Bryan PorterEmphasizing Cultural Competence in Evaluation: A Process-Oriented Approach - Luba Botcheva, Johanna Shih and Lynne Huffman

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