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dc.contributor.authorMc Guckin, Conor
dc.contributor.editorSAGE Publishers.en
dc.date.accessioned2022-07-18T09:06:25Z
dc.date.available2022-07-18T09:06:25Z
dc.date.issued2022
dc.date.submitted2022en
dc.identifier.citationRen, K., & Mc Guckin, C., Using Theory of Change as both theory and method in educational research, SAGE Research Methods Cases, London, SAGE Publishers, 2022en
dc.identifier.isbn9781529601596
dc.identifier.otherY
dc.identifier.urihttp://hdl.handle.net/2262/100276
dc.description.abstractBefore creating and implementing a new program of research, it is necessary to consider a theoretical or conceptual framework to guide this planning process. Considering there are many models and frameworks available in terms of directing the development of research programs (e.g., the program development model, the logic model), researchers want their research to make a difference and to do so, it should be planned and conceptualized from the beginning to have a direct influence on policy and practice at both national and international levels. We borrowed an approach that is used by many colleagues who are involved in social enterprises and civil society organizations—that is, the use of Theory of Change (ToC). Such an approach helps to demonstrate how a realizable plan works and moves from an aspiration level to be operationalized through implementation and measurement toward attainable goals and outcomes. In this case example, we highlight the methodological use of ToC in educational research planning and development by firstly exploring its usefulness in previous educational research. We then demonstrate its practical application in overall research planning and design with step-by-step guidance and visual illustrations so as to provide readers with the tools and knowledge to implement ToC in their own research planning. The key stages involved in the research planning process using the ToC are discussed with particular reference to our project that explored father/dad involvement with early intervention services for families of children with special educational needs and/or disabilities.en
dc.format.extent1en
dc.format.extent25en
dc.language.isoenen
dc.publisherSAGE Publishersen
dc.rightsYen
dc.titleUsing Theory of Change as both theory and method in educational researchen
dc.title.alternativeSAGE Research Methods Cases.en
dc.typeBook Chapteren
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/mcguckic
dc.identifier.rssinternalid244640
dc.identifier.doihttps://dx.doi.org/10.4135/9781529601596
dc.rights.ecaccessrightsopenAccess
dc.subject.TCDThemeInclusive Societyen
dc.subject.TCDTagAction Research Methodsen
dc.subject.TCDTagEDUCATIONen
dc.subject.TCDTagEarly Interventionen
dc.subject.TCDTagHandicapped Early Interventionen
dc.subject.TCDTagParticipatory Research Methodsen
dc.subject.TCDTagQualitative research methodsen
dc.subject.TCDTagResearch Librariesen
dc.subject.TCDTagResearch Methodsen
dc.subject.TCDTagTheory of Changeen
dc.subject.TCDTaginterpreting studies research methodsen
dc.subject.TCDTagresearch methodologyen
dc.identifier.orcid_id0000-0001-5848-2709
dc.subject.darat_impairmentOtheren
dc.subject.darat_thematicAdvocacy and political participationen
dc.subject.darat_thematicEducationen
dc.subject.darat_thematicPolicyen
dc.subject.darat_thematicSocial exclusionen
dc.subject.darat_thematicSocial participationen
dc.subject.darat_thematicSocial services, interventions and supportsen
dc.status.accessibleNen


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