Schwandt, Thomas A.
Thomas A. Schwandt is Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books.
He is the author of Evaluation Foundations Revisited: Cultivating a Life of the Mind for Practice (Stanford University Press, 2015), Evaluation Practice Reconsidered (Peter Lang, 2002), and Evaluating Holistic Rehabilitation Praxis (Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) of Using Science as Evidence in Public Policy (National Academies Press, 2012) and (with Edward Halpern) of Linking Auditing and Meta-evaluation (Sage, 1988); co-editor (with Katherine Ryan) of Exploring Evaluator Role and Identity (Information Age Press, 2002), (with Peder Haug) of Evaluating Educational Reforms: Scandinavian Perspectives (Information Age Press, 2003), and (with Bridget Somekh) Knowledge Production: The Work of Educational Research in Interesting Times (Routldege, 2007). He was the editor of the American Journal of Evaluation from 2010-2014.
In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.
Thomas A. Schwandt is Professor and Chair, Department of Educational Psychology at the University of Illinois at Urbana-Champaign where he also holds an appointment in the Department of Educational Policy Studies. He is the author of Evaluation Practice Reconsidered (Peter Lang, 2002); Evaluating Holistic Rehabilitation Practice (Kommuneforlaget AS, 2004); Dictionary of Qualitative Inquiry (3rd ed. Sage, 2007), and with Edward Halpern, Linking Auditing and Meta-evaluation (Sage, 1988). He has co-edited Exploring Evaluator Role and Identity (with Katherine Ryan, Information Age Press, 2002), Knowledge Production: The Work of Educational Research in Interesting Times (with Bridget Somekh, Routldege, 2007), and Evaluating Educational Reforms: Scandinavian Perspectives (with Peder Haug, Information Age Press, 2003). In 2002 he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory. He is a member of the National Research Council’s Standing Committee on Social Science Evidence for Use.
