An exploratory study on the use of anthropology in the evaluation of an educational program

The purpose of this thesis is to develop an evaluation strategy that combines some of the methods and techniques of anthropology with those more common in education and to explore the feasability of using this strategy in evaluating an educational program that possesses broad-aimed goals. This study took place at John Sevier Elementary School in Maryville, Tennessee between August 1980 to June 1981. The program that served as a case study for this thesis was the Specialty Shop. The Specialty Shop program was designed to pro-mote student growth in three primary areas: (1) creativity, (2) responsibility and (3) caring and appreciation of older people.

Specifically, this thesis focused on the use of two anthropological methods: (1) event analysis and (2) componential analysis. The thesis explored the potential for using these two methods in pro-gram evaluation. This study also examined the potential of data triangulation by comparing and contrasting the data derived from event analysis and componential analysis with that derived from three other more traditionally used evaluation techniques such as: (1) Schaeffer's Test of Creative Attitudes, (2) The Coopersmith Self-Esteem Inventory and (3) The Classroom Creative Observation Scale.

The findings of this thesis suggests that the anthropological approach to program evaluation has excellent possibilities, particularly regarding event analysis. Event analysis proved to be a valuable technique for gathering data on a program's basic structural development and design. However, the potential for using program evaluation remains uncertain. Componential analysis appears to be useful in measuring creativity, but due to the small sample used in this study, more research is necessary before we can fully understand the limitations and advantages of this method, particularly as it relates to educational evaluation.

As far as triangulation is concerned, this study leaves little doubt as to the utility of such an approach in program evaluation. The findings of this thesis suggests that triangulation should be standard practice in all educational evaluations.