| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Book review: Doing realist research
|
Williams, Emma
|
|
2018
|
|
4 |
p. 256-257
|
artikel
|
| 2 |
Book Review: Title: Building Evaluation Capacity: Activities for Teaching and Training
|
Turner, Brent
|
|
2017
|
|
4 |
p. 50-51
|
artikel
|
| 3 |
Book Review: Title: Interviewing for Qualitative Inquiry: A Relational Approach
|
Davey, Ruth
|
|
2015
|
|
4 |
p. 44-45
|
artikel
|
| 4 |
Book Review: Title: You're in New Country: Advice for Non-Indigenous Early Childhood Mentors, Trainers and Teachers
|
Gould, Liz
|
|
2016
|
|
4 |
p. 41-43
|
artikel
|
| 5 |
Building evaluation capacity in micro community organisations—more burden than benefit?
|
Doherty, Bridget
|
|
2015
|
|
4 |
p. 29-37
|
artikel
|
| 6 |
Building Evaluation Capital in Government: A Queensland Departmental Approach
|
Goswami, Sarah
|
|
2017
|
|
4 |
p. 39-49
|
artikel
|
| 7 |
BUZZING—A Theory-Based Impact Evaluation Design
|
Beaton, Susan
|
|
2016
|
|
4 |
p. 21-29
|
artikel
|
| 8 |
Combining multiple approaches to valuing in the MUVA female economic empowerment programme
|
Hassall, Keryn
|
|
|
|
4 |
p. 217-225
|
artikel
|
| 9 |
Context-sensitive evaluation: Determining the context surrounding the implementation of a government policy
|
Alderman, Lyn
|
|
2015
|
|
4 |
p. 4-15
|
artikel
|
| 10 |
Deep diving into values: A way to enhance empowerment evaluation
|
Hassall, Keryn
|
|
|
|
4 |
p. 204-210
|
artikel
|
| 11 |
Demonstrating the value of community development: An inclusive evaluation capacity building approach in a non-profit Aboriginal and Torres Strait Islander organisation
|
Rogers, Alison
|
|
2018
|
|
4 |
p. 234-255
|
artikel
|
| 12 |
Developing evaluation criteria using an ethical lens
|
Hassall, Keryn
|
|
|
|
4 |
p. 179-194
|
artikel
|
| 13 |
Editorial
|
Alderman, Lyn
|
|
2017
|
|
4 |
p. 2-3
|
artikel
|
| 14 |
Editorial
|
Alderman, Lyn
|
|
2016
|
|
4 |
p. 2-3
|
artikel
|
| 15 |
Editorial
|
Alderman, Lyn
|
|
2015
|
|
4 |
p. 2-3
|
artikel
|
| 16 |
Editorial
|
Rossingh, Bronwyn
|
|
2018
|
|
4 |
p. 197-200
|
artikel
|
| 17 |
Editorial
|
Hassall, Keryn
|
|
|
|
4 |
p. 159-161
|
artikel
|
| 18 |
Evaluation: What's the Use?
|
Maloney, Jade
|
|
2017
|
|
4 |
p. 25-38
|
artikel
|
| 19 |
Foreword: On ‘values’
|
Hassall, Keryn
|
|
|
|
4 |
p. 157-158
|
artikel
|
| 20 |
Illustrating the Evaluation of System Feedback Mechanisms Using System Evaluation Theory (SET)
|
Renger, Ralph
|
|
2016
|
|
4 |
p. 14-20
|
artikel
|
| 21 |
Introduction to section on values in evaluation praxis
|
Hassall, Keryn
|
|
|
|
4 |
p. 195-198
|
artikel
|
| 22 |
‘It Ain't Necessarily so’: Eliciting Hidden Knowledge and the Role of Schemata in Data Collection1
|
Roberts, David
|
|
2016
|
|
4 |
p. 4-13
|
artikel
|
| 23 |
Making Formative Assessment Feasible: A Collaborative Approach Supporting Grant Funded Projects
|
Gullickson, Amy M.
|
|
2017
|
|
4 |
p. 4-12
|
artikel
|
| 24 |
Making values explicit in evaluation practice
|
Hassall, Keryn
|
|
|
|
4 |
p. 162-178
|
artikel
|
| 25 |
Notes to Contributors
|
|
|
2016
|
|
4 |
p. 44
|
artikel
|
| 26 |
Notes to contributors
|
|
|
2015
|
|
4 |
p. 46
|
artikel
|
| 27 |
Notes to Contributors
|
|
|
2017
|
|
4 |
p. 52
|
artikel
|
| 28 |
Reflexive monitoring in New Zealand: Evaluation lessons in supporting transformative change
|
Rijswijk, Kelly
|
|
2015
|
|
4 |
p. 38-43
|
artikel
|
| 29 |
Rosalind Hurworth: The name behind the Ros Hurworth prize
|
|
|
2018
|
|
4 |
p. 201-205
|
artikel
|
| 30 |
Stakeholders’ shifting values in an evaluation of a literacy professional development programme
|
Hassall, Keryn
|
|
|
|
4 |
p. 211-216
|
artikel
|
| 31 |
System evaluation theory (SET): A practical framework for evaluators to meet the challenges of system evaluation
|
Renger, Ralph
|
|
2015
|
|
4 |
p. 16-28
|
artikel
|
| 32 |
The Capacity Development Evaluation Framework: Tested on Three Initiatives
|
Kotvojs, Fiona
|
|
2017
|
|
4 |
p. 13-24
|
artikel
|
| 33 |
The case for greater youth participation in monitoring and evaluation in international development
|
Purdue, Sophie
|
|
2018
|
|
4 |
p. 206-221
|
artikel
|
| 34 |
The entanglement of facts and values: An example from an agricultural project in Honduras
|
Hassall, Keryn
|
|
|
|
4 |
p. 199-203
|
artikel
|
| 35 |
What would we use and how would we use it? Can digital technology be used to both enhance and evaluate well-being outcomes with highly vulnerable and disadvantaged young people?
|
Vichta, Rhianon
|
|
2018
|
|
4 |
p. 222-233
|
artikel
|
| 36 |
Working Both-Ways: Using Participatory and Standardised Methodologies with Indigenous Australians in a Study of Remote Community Safety and Wellbeing
|
Sutton, Sue
|
|
2016
|
|
4 |
p. 30-40
|
artikel
|
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