Roseland, Denise L.2011-05-232011-05-232011-04https://hdl.handle.net/11299/104783University of Minnesota Ph.D. dissertation. April 2011. Major:Educational Policy and Administration. Advisors: Jean A. King and Frances Lawrenz. 1 computer file (PDF); viii, 148 pages, appendices A-E.This dissertation research describes an investigation that explores the nature of the relationship between participation in evaluation and the use of evaluation findings and processes within three large-scale multisite evaluations. The purpose of this study is to test whether assumptions and theories about participation translate into evaluation use in the same ways as seen in single evaluation sites. Using canonical correlation analysis and a collection of 20 interviews, this study describes and tests the relationship between these two critical conceptual powerhouses in evaluation. Using data that were collected as a part of the NSF-funded research Beyond Evaluation Use (Lawrenz & King, 2009), this study found that some theories and beliefs about participatory evaluation contribute to use and influence in similar ways as single-site evaluations. The differences identified in this research highlight potential planning and implementation considerations that might allow multisite evaluators and funders of multisite evaluation to enhance use and influence of multisite evaluations.en-USCanonical correlation analysisEvaluation influenceEvaluation useNational Science FoundationParticipatory evaluationProgram evaluationEducational Policy and AdministrationThesis or Dissertation