1. 7th March 2010 Understanding Schools Rationale for Extended Service Delivery through a Theory of Change Methodology Theory of ChangeMethodologyAims of the Study The Theory of Change approach allows organisations, in this The study will adopt a Theory of Change theoreticalWith the national introduction of Extended Schools study the school, to clearly specify steps that are required forframework, assuming the proposition that, An(ES) in 2010, there has been a considerable amount individuals/groups to move from the current situation that theindividuals knowledge and perceptions are implicitlyof questioning as to the rationale for this. The school wishes to address (e.g. unhealthy eating) through a series constructed through purposeful interaction within aliterature indicates (Dyson, Millward & Todd 2002) of steps to achieve an anticipated outcome (e.g. a healthy eating). given context and informed by their experiences ofthat the provision lacks clarity and there are earlyFor this to be effective, organisations are required to provide theexternal agencies over time (Robson 2002:63). Theindications that schools are generating different aims assumed steps the target group must follow in order to achievecausal model will be outcomes-based, articulatingand rationales and they might expect activities to the anticipated outcome (e.g. respond to class adverting, book aunderlying assumptions, linking outcomes andlead to different outcomes.class, visit location of class, meet the teacher, participant in classactivities to explain how and why the desired change is activity, learn how to prepare food and plan a healthy menu, etc expected and requires justification at each step.This study will explore school rationale for ESconcluding with, maintaining healthy eating).delivery, identify what they are trying to achieve Further, research must elicit critical thinking to identifythrough the extended school provision, what are they pathways of change (Clark 2004). This will in turn,doing to try to achieve this and what evidence islead to theory generation through exploration tothere that this is being achieved. Further contributingdevelop perspective of school rationale for ESfactors will be explored, such as the school ethos delivery, how its achieved, the evidence to suggest itstowards ES provision, the systems for service andsuccess and the impact on student, families andspace for delivery (e.g. availability of rooms) and thecommunity. This differs from other models, where ascommunity situation in which the schools are located.Logic Models usually, start with a program and illustrate its components, to identify expectedThe study will adopt a Theory of Change (ToC)outcome, Theories of Change starts with the outcomemethodology. A Theory of Change will identifybefore deciding what programmatic approaches areschools rationales and anticipated outcomes for ESneeded, addressing the intended outcome rather thandelivery and the steps that schools assume will lead the predicted one.to specific outcomes. This study will develop threecase studies of schools ES activity, develop aTheory of Change for each schools ES activity andmonitor progression over a period of time for eachschool against Theory of Change. As part of thisprocess, the research will examine the mechanisms Research Questionsthat influence Extended School provision, such as 1. What are schools trying to achieve through the extended school provision?sustainability, funding streams and the employment2. What are schools doing to try to achieve this?of key staff. 3. What evidence is there that this is being achieved?