{"product_id":"purposeful-program-theory-isbn-9780470478578","title":"Purposeful Program Theory","description":"\u003cp\u003eBetween good intentions and great results lies a program theory—not just a list of tasks but a vision of what needs to happen, and how. Now widely used in government and not-for-profit organizations, program theory provides a coherent picture of how change occurs and how to improve performance. Purposeful Program Theory shows how to develop, represent, and use program theory thoughtfully and strategically to suit your particular situation, drawing on the fifty-year history of program theory and the authors' experiences over more than twenty-five years.\u003c\/p\u003e \u003cp\u003e\"From needs assessment to intervention design, from implementation to outcomes evaluation, from policy formulation to policy execution and evaluation, program theory is paramount. But until now no book has examined these multiple uses of program theory in a comprehensive, understandable, and integrated way. This promises to be a breakthrough book, valuable to practitioners, program designers, evaluators, policy analysts, funders, and scholars who care about understanding why an intervention works or doesn't work.\" —Michael Quinn Patton, author, Utilization-Focused Evaluation\u003c\/p\u003e \u003cp\u003e\"Finally, the definitive guide to evaluation using program theory! Far from the narrow 'one true way' approaches to program theory, this book provides numerous practical options for applying program theory to fulfill different purposes and constraints, and guides the reader through the sound critical thinking required to select from among the options. The tour de force of the history and use of program theory is a truly global view, with examples from around the world and across the full range of content domains. A must-have for any serious evaluator.\" —E. Jane Davidson, PhD, Real Evaluation Ltd.\u003c\/p\u003e \u003cp\u003eCompanion Web site: josseybass.com\/go\/funnellrogers\u003c\/p\u003e \u003cp\u003eFigures, Tables, and Exhibits x\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eThe Authors xvii\u003c\/p\u003e \u003cp\u003eIntroduction: The Promise and Risks of Using Program Theory xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Key Ideas in Program Theory\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: The Essence of Program Theory 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluation Without Program Theory 3\u003c\/p\u003e \u003cp\u003eEvaluation with Program Theory 6\u003c\/p\u003e \u003cp\u003eSummary 13\u003c\/p\u003e \u003cp\u003eExercises 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Variations of Program Theory over Time 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Short History of Program Theory 15\u003c\/p\u003e \u003cp\u003eTerminology in Program Theory 23\u003c\/p\u003e \u003cp\u003eKey Ideas in Program Theory 30\u003c\/p\u003e \u003cp\u003eSummary 34\u003c\/p\u003e \u003cp\u003eExercises 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Common Myths and Traps 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSome Common Myths 37\u003c\/p\u003e \u003cp\u003eTraps to Avoid When Developing and Using Program Theory 41\u003c\/p\u003e \u003cp\u003eSummary 52\u003c\/p\u003e \u003cp\u003eExercises 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Assessing Your Circumstances\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Scoping Intended Uses 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Intended Use Matters 55\u003c\/p\u003e \u003cp\u003eUsing Program Theory 58\u003c\/p\u003e \u003cp\u003eSummary 67\u003c\/p\u003e \u003cp\u003eExercises 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: The Nature of the Situation and the Intervention 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSimple, Complicated, and Complex 70\u003c\/p\u003e \u003cp\u003eFocus 74\u003c\/p\u003e \u003cp\u003eGovernance 80\u003c\/p\u003e \u003cp\u003eConsistency 82\u003c\/p\u003e \u003cp\u003eNecessariness 84\u003c\/p\u003e \u003cp\u003eSufficiency 85\u003c\/p\u003e \u003cp\u003eChange Trajectory 88\u003c\/p\u003e \u003cp\u003eSummary 90\u003c\/p\u003e \u003cp\u003eExercise 91\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three Developing and Representing Program Theory\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Processes to Identify or Develop a Program Theory 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProcess Options for Developing Program Theory 95\u003c\/p\u003e \u003cp\u003eDecision 1: Who Should Be Involved in Developing a Program Theory, and How? 97\u003c\/p\u003e \u003cp\u003eDecision 2: What Is an Appropriate Mix of Approaches for Developing or Eliciting the Program Theory? 101\u003c\/p\u003e \u003cp\u003eDecision 3: How Might Workshops and Interviews Be Used in Developing Program Theory? 120\u003c\/p\u003e \u003cp\u003eDecision 4: As Challenges Arise, How Should They Be Addressed? 128\u003c\/p\u003e \u003cp\u003eDecision 5: How Much Time and Resources Should Be Invested in Developing or Identifying a Program Theory? 141\u003c\/p\u003e \u003cp\u003eDecision 6: When Is It Time to Revisit a Program Theory? 144\u003c\/p\u003e \u003cp\u003eSummary 147\u003c\/p\u003e \u003cp\u003eExercise 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Developing a Theory of Change 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeatures of a Theory of Change 150\u003c\/p\u003e \u003cp\u003eSituation Analysis: Understanding the Problem, Its Causes, and Its Consequences 151\u003c\/p\u003e \u003cp\u003eFocusing and Scoping 163\u003c\/p\u003e \u003cp\u003eOutcomes Chain 176\u003c\/p\u003e \u003cp\u003eSummary 195\u003c\/p\u003e \u003cp\u003eExercises 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Developing a Theory of Action 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreparing the Theory of Action 204\u003c\/p\u003e \u003cp\u003eSuccess Criteria for a Theory of Change 204\u003c\/p\u003e \u003cp\u003eAssumptions About Factors That Affect Successful Achievement of Outcomes 217\u003c\/p\u003e \u003cp\u003eHow to Identify Factors That Are Likely to Affect Outcomes 226\u003c\/p\u003e \u003cp\u003eIdentifying What the Program Does 229\u003c\/p\u003e \u003cp\u003ePulling the Theory of Change and the Theory of Action Together in a Matrix 235\u003c\/p\u003e \u003cp\u003eSummary 237\u003c\/p\u003e \u003cp\u003eExercise 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Representing Program Theory 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOptions for Representation 241\u003c\/p\u003e \u003cp\u003eRepresenting Complicated Program Theory 251\u003c\/p\u003e \u003cp\u003eRepresenting Complex Program Theory 264\u003c\/p\u003e \u003cp\u003eWhat Makes a Good Representation of Program Theory 277\u003c\/p\u003e \u003cp\u003eShould Logic Models Include SMART Measures? 290\u003c\/p\u003e \u003cp\u003eSummary 291\u003c\/p\u003e \u003cp\u003eExercises 292\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Critiquing Program Theory 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCriteria for Assessing Internal Validity 296\u003c\/p\u003e \u003cp\u003eCriteria for External Validation 305\u003c\/p\u003e \u003cp\u003eEngaging Stakeholders in the Review 312\u003c\/p\u003e \u003cp\u003eResponding to the Results of a Review of a Program Theory 314\u003c\/p\u003e \u003cp\u003eSummary 316\u003c\/p\u003e \u003cp\u003eExercise 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four Resources for Developing Program Theory\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Some Research-Based Theories of Change 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTheory of Reasoned Action and Theory of Planned Behavior 323\u003c\/p\u003e \u003cp\u003eStages of Change Theory 326\u003c\/p\u003e \u003cp\u003eEmpowerment Theory 332\u003c\/p\u003e \u003cp\u003eDiffusion Theory 335\u003c\/p\u003e \u003cp\u003eSocioecological Theory 339\u003c\/p\u003e \u003cp\u003eNetwork Theory 342\u003c\/p\u003e \u003cp\u003eSelecting and Using Theories of Change 347\u003c\/p\u003e \u003cp\u003eSummary 349\u003c\/p\u003e \u003cp\u003eExercises 349\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Some Common Program Archetypes 351\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSome Important Program Archetypes 351\u003c\/p\u003e \u003cp\u003eAdvisory, Information, and Education Program Archetype 352\u003c\/p\u003e \u003cp\u003eCarrots and Sticks Program Archetype 357\u003c\/p\u003e \u003cp\u003eCase Management Programs Program Archetype 367\u003c\/p\u003e \u003cp\u003eCommunity Capacity-Building Program Archetype 370\u003c\/p\u003e \u003cp\u003eProduct or Direct Service Delivery Program Archetype 374\u003c\/p\u003e \u003cp\u003eDeciding Which Program Archetype Applies to a Program 381\u003c\/p\u003e \u003cp\u003eSummary 385\u003c\/p\u003e \u003cp\u003eExercise 386\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Logic Models Resources 387\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePipeline Logic Models 387\u003c\/p\u003e \u003cp\u003eVariations of Outcomes Chain Logic Models 396\u003c\/p\u003e \u003cp\u003eTechnology for Representing Program Theory 399\u003c\/p\u003e \u003cp\u003eSummary 414\u003c\/p\u003e \u003cp\u003eExercise 414\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five Using Program Theory for Monitoring and Evaluation\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Developing a Monitoring and Evaluation Plan 417\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing Program Theory for Performance Monitoring 418\u003c\/p\u003e \u003cp\u003eMaking Choices About What to Measure Within the Program Theory 425\u003c\/p\u003e \u003cp\u003eIncluding Comparisons as Part of the Performance Information System 434\u003c\/p\u003e \u003cp\u003eUsing Program Theory to Plan an Evaluation 438\u003c\/p\u003e \u003cp\u003eConsiderations When Using Program Theory to Design Evaluations of Complicated and Complex Programs 455\u003c\/p\u003e \u003cp\u003eSummary 466\u003c\/p\u003e \u003cp\u003eExercises 467\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15: Causal Inference 469\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Need to Be Scientific and Pragmatic 469\u003c\/p\u003e \u003cp\u003eA Framework for Causal Analysis Using Program Theory 473\u003c\/p\u003e \u003cp\u003eCongruence 474\u003c\/p\u003e \u003cp\u003eCounterfactual Comparisons 488\u003c\/p\u003e \u003cp\u003eCritical Review 495\u003c\/p\u003e \u003cp\u003eSummary 499\u003c\/p\u003e \u003cp\u003eExercises 499\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16: Synthesis and Reporting 501\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSynthesis and Reporting for a Single Evaluation 501\u003c\/p\u003e \u003cp\u003eSynthesis and Reporting Across Evaluations 508\u003c\/p\u003e \u003cp\u003eSummary 516\u003c\/p\u003e \u003cp\u003eExercises 516\u003c\/p\u003e \u003cp\u003eNew Frontiers for Program Theory 517\u003c\/p\u003e \u003cp\u003eReferences 519\u003c\/p\u003e \u003cp\u003eIndex 537\u003c\/p\u003e  \u003cp\u003e\u003ci\u003e“This contribution is a must read for every evaluator, administration or project manager willing to engage in theory-based evaluation or theory-based program planning. It stands out from all the literature on this subject by giving an array of examples of program theory as well as practical advice to conduct evaluation to understand what works for whom and in which conditions\u003c\/i\u003e.”\u003cbr\u003e – “Read for You”, Eureval (Centre for European Expertise and Evaluation)\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSue C. Funnell\u003c\/b\u003e is a director of Performance Improvement, a consulting company, and the former president of the Australasian Evaluation Society.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePatricia J. Rogers\u003c\/b\u003e, PhD, is professor of Public Sector Evaluation at Collaboration for Interdisciplinary Research, Consulting, and Learning in Evaluation, Royal Melbourne Institute of Technology University, Melbourne, Australia.\u003c\/p\u003e  \u003cp\u003eBetween good intentions and great results lies a program theory—not just a list of tasks but a vision of what needs to happen, and how. Now widely used in government and not-for-profit organizations, program theory provides a coherent picture of how change occurs and how to improve performance. Purposeful Program Theory shows how to develop, represent, and use program theory thoughtfully and strategically to suit your particular situation, drawing on the fifty-year history of program theory and the authors' experiences over more than twenty-five years.\u003c\/p\u003e \u003cp\u003e\"From needs assessment to intervention design, from implementation to outcomes evaluation, from policy formulation to policy execution and evaluation, program theory is paramount. But until now no book has examined these multiple uses of program theory in a comprehensive, understandable, and integrated way. This promises to be a breakthrough book, valuable to practitioners, program designers, evaluators, policy analysts, funders, and scholars who care about understanding why an intervention works or doesn't work.\" —Michael Quinn Patton, author, Utilization-Focused Evaluation\u003c\/p\u003e \u003cp\u003e\"Finally, the definitive guide to evaluation using program theory! Far from the narrow 'one true way' approaches to program theory, this book provides numerous practical options for applying program theory to fulfill different purposes and constraints, and guides the reader through the sound critical thinking required to select from among the options. The tour de force of the history and use of program theory is a truly global view, with examples from around the world and across the full range of content domains. A must-have for any serious evaluator.\" —E. Jane Davidson, PhD, Real Evaluation Ltd.\u003c\/p\u003e \u003cp\u003eCompanion Web site: josseybass.com\/go\/funnellrogers\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989890810085,"sku":"NP9780470478578","price":78.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470478578.jpg?v=1761785809","url":"https:\/\/k12savings.com\/es\/products\/purposeful-program-theory-isbn-9780470478578","provider":"K12savings","version":"1.0","type":"link"}