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The consideration of a constructivist evaluation framework in adult guidance practice
Date
2011
Abstract
This paper explores the findings of a doctoral study that examined the measurement of individual progression in the Irish Adult Education Guidance Initiative (AEGI). The critical constructivist stance of the study challenges the prevalence of the positivist paradigm to evaluate longterm outcomes in adult guidance. The research highlights the divergence in the discourse of clients and practitioners with that of policymakers on the concept of progression. The outcome is the proposition of a constructivist evaluation framework for future practice (Hearne, 2010)
Supervisor
Description
peer-reviewed
Publisher
Australian Council for Educational Research
Citation
Australian Journal of Career Development;20 (3), Spring, pp. 31-38