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| Evaluationsfokuserad interventions-mixed methods× | Programutvärdering× | |
|---|---|---|
| Ämnesområde≠ | Forskningsdesign | Fältmetoder |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 2000s (systematized ~2007–2011) | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Upphovsperson≠ | Creswell & Plano Clark (systematized); roots in evaluation research by Patton and Shadish | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Typ≠ | Mixed methods research design | Applied evaluation methodology |
| Ursprungskälla≠ | Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications. ISBN: 978-1483346298 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Alias | intervention mixed methods evaluation, mixed methods intervention evaluation, program evaluation mixed methods, evaluation mixed methods | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Närliggande≠ | 2 | 3 |
| Sammanfattning≠ | Evaluation-focused intervention mixed methods is a research design that embeds both quantitative and qualitative strands within an intervention or program evaluation study. It combines outcome measurement — typically from a randomized or quasi-experimental trial — with qualitative investigation of how and why the intervention worked, for whom, and under what conditions. The design is widely used in health, education, social service, and policy evaluation contexts where understanding mechanisms and context is as important as measuring effectiveness. | Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes. |
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