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Abstract Values, beliefs, and human interests are embedded in evaluation theory and practice. For organizations such as public schools to engage seriously in improvement and change efforts, this normative content must be explicitly addressed. Critical inquiry provides an evaluative paradigm for doing so.
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Stored only when both papers are in the corpus — 27 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.