ABSTRACT
Chapter 4 introduces the methodological design of the subsequent empirical studies. All reform programmes depend on theories (of change) and are based on assumptions and tacit understandings that often remain invisible. Theory-based evaluation has been successful in opening up the ‘black boxes’ of policy programmes, extending beyond evaluations based on a single method. In this regard, educational evaluators have increasingly used mixed-methods designs in dealing with multiple actors embedded in different contexts as well as interactive rather than static variables. In multi-level systems like education, policy implementation processes are not linear; they involve interrelated micro, meso and macro aspects. Through the Swedish case study, this chapter illustrates how the different levels can be linked and scrutinised in order to expand explanations and enhance understanding of reform processes.
