Evaluation and Program Planning 30 (2007) 364–380 Using activity theory to evaluate and improve K-12 school and university partnerships Lisa C. Yamagata-Lynch à , Sharon Smaldino 1 ETRA Department, Northern Illinois University, DeKalb, IL 60115, USA Received 8 March 2007; received in revised form 2 June 2007 Abstract This article reports on an evaluation methodology development study for K-12 school and university partnerships. The method is based on Engestro¨m’s (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta- Konsultit Oy activity systems analysis that allows researchers to examine qualitative datasets of complex human interactions. This study was designed for participants to evaluate partnership relations and activities. We investigated how the use of activity systems analysis in K-12 school and university partnership evaluation meetings affected participant communication processes. In this study, during a 1-day retreat K-12 school staff and university staff used a modified activity systems model to identify persisting institutional tensions in their program that often trigger miscommunications and strain their relations. During the discussion sessions, study participants collaboratively examined their partnership relations and identified strategies for overcoming difficulties. Additionally, in subsequent monthly partnership meetings during the school year, participants examined findings from the evaluation to design and implement improvement strategies. The results from this methodology development and implementation study provided researchers and partnership participants a new means to (a) evaluate partnership activities, (b) identify institutional barriers, (c) plan future activities, and (d) listen to and incorporate the ideas of less vocal staff members into the planning of future activities. r 2007 Elsevier Ltd. All rights reserved. Keywords: Activity theory; Program evaluation; Program planning 1. Introduction In this article, we report on a new evaluation method based on activity systems analysis (Engestro¨m, 1987). We developed this method for K-12 school and university partnership participants to use as an organizing framework for discussions identifying recurring institutional tensions and planning strategies to overcome them. The goal of this investigation was not to predict future partnership out- comes, but to develop a theoretically based method to evaluate, plan, and implement new partnership activities. While developing this method we took a practical theory approach, which is concerned with how theory and research can be applied to improve practice (Barge, 2001). Researchers who pursue practical theory investiga- tions are interested in solving actual problems in practice rather than focus on the ability to understand, predict, and control events (Craig & Tracy, 1995). These investigations involve an iterative process grounded in empirical studies that require researchers and practitioners to find new meaning to both theory and practice by applying abstract concepts to concrete situations through reflective discourse (Craig, 1996). In partnerships between complex organiza- tions, communication activities can help create opportu- nities for theory and practice to inform one another (Barge & Little, 2002). For this study, we modified an existing activity systems analysis model that accommodated the complex nature of school and university partnerships. We modified the model so that the theoretical constructs in activity systems analysis would be easily understood by participants and so that partnership member discussions would be focused to address specific program difficulties stemming from ARTICLE IN PRESS www.elsevier.com/locate/evalprogplan 0149-7189/$ - see front matter r 2007 Elsevier Ltd. All rights reserved. doi:10.1016/j.evalprogplan.2007.08.003 à Corresponding author. Tel.: +1 815 753 5842; fax: +1 815 753 9388. E-mail addresses: Lisayl@niu.edu (L.C. Yamagata-Lynch), ssmaldino@niu.edu (S. Smaldino). 1 Tel.: +1 815 753 9144.