Learning from sustained evaluation inquiry: Approaches, reflections, and lessons from the evaluation of teacher education

While the demands for evaluation studies in higher education conducted with campuses can often be experienced episodically, the evaluations can function as sustained and systematic inquiries when they are pursued around theoretical and programmatic frameworks. This paper uses over a decade of studies with a teacher education program to examine the conceptual groundings of the evaluation program, the strategies that contributed to collaborative engagement by the faculty and staff and helped sustain the inquiries, potential lessons with applications in other curriculum evaluations and evaluation practice more generally