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The consideration of a constructivist evaluation framework in adult guidance practice

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dc.contributor.author Hearne, Lucy
dc.date.accessioned 2012-07-27T10:53:21Z
dc.date.available 2012-07-27T10:53:21Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10344/2414
dc.description peer-reviewed en_US
dc.description.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) en_US
dc.language.iso eng en_US
dc.publisher Australian Council for Educational Research en_US
dc.relation.ispartofseries Australian Journal of Career Development;20 (3), Spring, pp. 31-38
dc.relation.uri http://www.acer.edu.au/press/ajcd/contents
dc.rights Reproduced by permission of The Australian Council for Educational Research. This article may not exactly replicate the final version published in Australian Journal of Career Development, 20(3), Spring, pp. 31-38. Copyright Australian Council for Educational Research. en_US
dc.subject adult education en_US
dc.subject evaluation en_US
dc.subject career guidance en_US
dc.title The consideration of a constructivist evaluation framework in adult guidance practice en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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