College of Education

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Robert Stake

Key Professional Appointments

  • Professor Emeritus, Educational Psychology, University of Illinois, Urbana-Champaign
Awards, Honors, Associations

Fulbright Specialist Program Award, United States Department of State, 2014

Fulbright Scholar Award, United States Department of State, 1984

Fulbright Scholar Award, United States Department of State, 1973

Research & Service

My past efforts have focused on program evaluation theory and practice, and qualitative research methods including case study.

I am currently involved in performance assessment in New York City schools and the evaluation of training in the U.S. Veterans Administration.

Since 1975 I have been director of the Center for Instructional Research and Curriculum Evaluation (CIRCE). Once a specialist in psychometrics and instructional research, my present orientation is naturalistic or ethnographic field study, particularly of the classroom. In 1998 I retired from the University of Illinois but continue to teach and head CIRCE.


Stake, R. E., & Visse, M. (2023). Care for Education. A Saving Grace. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 29(1), Article M1.  link >

Stake, R., & Visse, M. (2022). Case study research. In International Encyclopedia of Education: Fourth Edition (pp. 85-91). Elsevier.  link >

Brester, L., & Stake, R. E. (2017). Qualitative research methodology in music education. In Critical Essays in Music Education (pp. 113-128). Taylor and Francis.

Stake, R. E., Arbesú García, M. I., & Contreras Pérez, G. (2017). Assessing the Quality of a University-Particularly its Teaching. REDU. Revista de Docencia Universitaria, 15(2), 125-142.  link >

Stake, R. E. (2016). Are My Professional Evaluation Dispositions to Be Found in My Early Life Experiences? New Directions for Evaluation, 2016(150), 17-24.  link >

Stake, R. (2015). Freedom from the rubric. Advances in Program Evaluation, 15, 177-179.  link >

Abma, T. A., & Stake, R. E. (2014). Science of the particular: An advocacy of naturalistic case study in health research. Qualitative Health Research, 24(8), 1150-1161.  link >

Stake, R. E. (2014). Eisner's Qualities and Quality. American Journal of Evaluation, 35(3), 453-454.  link >

Stake, R. E. (2014). Information science and responsive evaluation. E-Learning and Digital Media, 11(5), 443-450.  link >

Stake, R. (2014). Requiem. International Journal of Education and the Arts, 15(Special Issue 1.22), 1-2.

Ocaña, A., & Stake, R. E. (2013). The Wedding's Missing Issue. Qualitative Inquiry, 19(9), 686-688.  link >

Cisneros-Cohernour, E. J., & Stake, R. E. (2012). Uso de los resultados de la evaluación para el mejoramiento de la práctica docente. Voces y Silencios. Revista Latinoamericana de Educación, 3(1), 56-69.  link >

Stake, R. E., & Rosu, L.-M. (2012). Energizing and Constraining Advocacy. In N. K. Denzin, & M. D. Giardina (Eds.), Qualitative Inquiry and the Politics of Advocacy (pp. 41-58). (International Congress of Qualitative Inquiry Series; Vol. 7). Routledge.  link >

Stake, R. E. (2010). Qualitative Research: Studying How Things Work. Guilford Press.

Jorrín-Abellán, I. M., & Stake, R. E. (2009). Does ubiquitous learning call for ubiquitous forms of formal evaluation? An evaluand oriented responsive evaluation model. Ubiquitous Learning, 1(3), 71-82.  link >

Jorrín-Abellán, I. M., Stake, R. E., & Martínez-Monés, A. (2009). The Needlework in evaluating a CSCL system: The evaluand oriented responsive evaluation model. In Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference (pp. 68-72). (Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference).

Stake, R. E. (2009). The incredible lightness of evidence: Problems of synthesis in educational evaluation. Studies in Educational Evaluation, 35(1), 3-6.  link >

Stake, R., & Jegatheesan, B. (2008). Access, a zone of comprehension, and intrusion. In B. Jegatheesan (Ed.), Access, a Zone of Comprehension, and Intrusion (pp. 1-13). (Advances in Program Evaluation; Vol. 12).  link >

Stake, R. (2008). A Letter From Egon. American Journal of Evaluation, 29(3), 320-321.  link >

Stake, R. E. (2008). Missing Egon. Qualitative Inquiry, 14(8), 1381.  link >

Stake, R., & Munson, A. (2008). Qualitative assessment of arts education. Arts Education Policy Review, 109(6), 13-22.  link >

Bresler, L., & Stake, R. E. (2006). Qualitative Research Methodology in Music Education. In R. Colwell (Ed.), MENC Handbook of Research Methodologies Oxford University Press.

Stake, R. E. (2005). Multiple Case Study Analysis. Guilford Press.

Aróstegui, J. L., Stake, R., & Simons, H. (2004). Music education for the 21st Century: Epistemology and ontology as bases for student aesthetic education. Education Policy Analysis Archives, 12, 1-16.  link >

Stake, R. (2003). Responsive Evaluation. In T. Kellaghan, & D. L. Stufflebeam (Eds.), International Handbook of Educational Evaluation (pp. 63-68). (Kluwer International Handbooks of Education; Vol. 9). Springer.  link >

Stake, R. E. (Ed.) (2003). Standards-Based and Responsive Evaluation. SAGE Publishing.

Stake, R. E. (2002). Program Evaluation, Particularly Responsive Evaluation. In D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan (Eds.), Evaluation Models (pp. 343-362). (Evaluation in Education and Human Services; Vol. 49). Kluwer Academic Publishers.  link >

Stake, R. E. (2002). Teachers conceptualizing student achievement. Teachers and Teaching: Theory and Practice, 8(3), 303-312.  link >

Abma, T. A., & Stake, R. E. (2001). Stake’s responsive evaluation: Core ideas and evolution. New Directions for Evaluation, 2001(92), 7-22.  link >

Stake, R. E. (2001). A problematic heading. American Journal of Evaluation, 22(3), 349-354.  link >

Stake, R. E. (2001). Representing quality in evaluation. In Vision of Quality: How Evaluators Define, Understand and Represent Program Quality (pp. 3-11). (Advances in Program Evaluation; Vol. 7). JAI Press.

Stake, R. E. (2000). A modest commitment to the promotion of democracy. New Directions for Evaluation, 2000(85), 97-106.  link >

Stake, R. E., & Cisneros-Cohernour, E. J. (2000). Situational evaluation of teaching on campus. New Directions for Teaching and Learning, 2000(83), 51-72.  link >

Stake, R., & Davis, R. (1999). Summary of Evaluation of Reader Focused Writing for the Veterans Benefits Administration. American Journal of Evaluation, 20(2), 323-343.  link >

Stake, R. (1999). The Goods on American Education. Phi Delta Kappan, 80(9), 668-672.

Stake, R., & Mabry, L. (1998). Ethics in program evaluation. International Journal of Social Welfare, 7(2), 99-109.  link >

Stake, R. (1998). Some comments on assessment in U.S. education. Education Policy Analysis Archives, 6.

Stake, R. (1998). When policy is merely promotion, by what ethic lives an evaluator? Studies in Educational Evaluation, 24(2), 203-212.  link >

Migotsky, C., Stake, R., Davis, R., Williams, B., DePaul, G., Cisneros, E. J., Johnson, E., & Feltovich, J. (1997). Probative, dialectic, and moral reasoning in program evaluation. Qualitative Inquiry, 3(4), 453-467.  link >

Stake, R., Migotsky, C., Davis, R., Cisneros, E. J., Depaul, G., Dunbar, C., Farmer, R., Feltovich, J., Johnson, E., Williams, B., Zurita, M., & Chaves, I. (1997). The evolving syntheses of program value. American Journal of Evaluation, 18(1), 89-103.  link >

Stake, R., Migotsky, C., Davis, R., Cisneros, E. J., Depaul, G., Dunbar, C., Farmer, R., Feltovich, J., Johnson, E., Williams, B., Zurita, M., & Chaves, I. (1997). The Evolving Syntheses of Program Value. American Journal of Evaluation, 18(2), 89-103.  link >

McLeod, D. B., Stake, R. E., Schappelle, B. P., Mellissinos, M., & Gierl, M. J. (1996). Setting the Standards: NCTM’s Role in the Reform of Mathematics Education. In S. A. Raizen, & E. D. Britton (Eds.), Bold Ventures: Case Studies of U.S. Innovations in Mathematics Education (pp. 13-132). (Bold Ventures; Vol. 3). Springer.  link >

Stake, R., & Fitz-Gibbon, C. (1996). Speeches and adress. Evaluation, 2(1), 99-106.  link >

Stake, R., & Kerr, D. (1995). RENÉ MAGRITTE, CONSTRUCTIVISM, AND THE RESEARCHER AS INTERPRETER. Educational Theory, 45(1), 55-61.  link >

Stake, R. E. (1995). The Art of Case Study Research. SAGE Publishing.

Stake, R. E., Bresler, L., & Mabry, L. (1991). Custom and cherishing: the arts in elementary schools: studies of U.S. elementary schools portraying the ordinary problems of teachers teaching music, drama, dance, and the visual arts in 1987-1990. University of Illinois Urbana-Champaign.

Stake, R. E. (1991). Excerpts from: “Program Evaluation, Particularly Responsive Evaluation”. American Journal of Evaluation, 12(1), 63-76.  link >

Stake, R. E. (1991). Excerpts from: "Program evaluation, particularly responsive evaluation". Evaluation Practice, 12(1), 63-76.  link >

Destefano, L., & Stake, R. E. (1990). Needed research on evaluation: Approaching it from the context of transition programs for handicapped adolescents. Studies in Educational Evaluation, 16(2), 197-207.  link >

Stake, R. E. (1990). Situational context as influence on evaluation design and use. Studies in Educational Evaluation, 16(2), 231-246.  link >

Stake, R. E. (1986). An evolutionary view of educational improvement. In E. R. House (Ed.), New Directions in Educational Evaluation (pp. 89-102). Taylor and Francis.  link >

Stake, R. E., & Rugg, D. C. (1986). Augmenting evaluation with case-study thinking. Journal of healthcare education and training : the journal of the American Society for Healthcare Education and Training / American Hospital Association, 1(1), 14-17.

Stake, R. E. (1983). Two Observations. American Journal of Evaluation, 4(3), 72-74.  link >

Stake, R. E. (1982). How Sharp Should the Evaluator's Teeth Be? American Journal of Evaluation, 3(3), 79-80.  link >

Stake, R. E. (1982). The Two Cultures and the Evaluation Evolution. American Journal of Evaluation, 3(2), 10-14.  link >

Stake, R. E. (1981). A needed subjectivity in educational research. Discourse: Studies in the Cultural Politics of Education, 1(2), 1-8.  link >

Stake, R. (1981). Notes: Persuasions, Not Models. Educational Evaluation and Policy Analysis, 3(1), 83-84.  link >

Stake, R. E. (1981). Setting Standards for Educational Evaluators. American Journal of Evaluation, 2(2), 148-152.  link >

Page, E. B., & Stake, R. E. (1979). Counterpoint: Should Educational Evaluation Be More Objective or More Subjective? Educational Evaluation and Policy Analysis, 1(1), 45-47.  link >

Stake, R. E. (1978). The Case Study Method in Social Inquiry. Educational Researcher, 7(2), 5-8.  link >

Scheyer, P. T., & Stake, R. E. (1976). A program's self-evaluation portfolio. Studies in Educational Evaluation, 2(1), 37-40.  link >

Stake, R. E. (1976). A theoretical statement of responsive evaluation. Studies in Educational Evaluation, 2(1), 19-22.  link >

Stake, R. E. (1975). Letters: Statement of Resignation from the Vice Presidency of Division D of AERA. Educational Researcher, 4(8), 2-4.  link >

Stake, R. E. (1972). Comments and conjectures: The seeds of doubt. Educational Forum, 36(2), 271-272.  link >

Stake, R. E., & Wardrop, J. L. (1971). Guest Editorial: Performance Contracts and Test Errors. Reading Research Quarterly, 6(3).  link >

Stake, R. E. (1970). 1: Objectives, priorities, and other judgment data. Review of Educational Research, 40(2), 181-212.  link >

Denny, T., & Stake, R. (1968). EP = ER? Educational Psychologist, 5(3), 3-9.  link >

Stake, R. E. (1968). Chapter IX: Testing in the Evaluation of Curriculum Development. Review of Educational Research, 38(1), 77-84.  link >

Stake, R. E., Womer, F. B., & Hills, J. R. (1966). THE ANSWER‐SHEET PURCHASER'S DILEMMA. Journal of Educational Measurement, 3(4), 269-276.  link >

Stake, R. E. (1962). A Non-Mathematical Quantitative Aptitude Test for the Graduate Level. Journal of Experimental Education, 31(1), 81-83.  link >

Stake, R. E. (1961). A 650 Program for Fitting Thurstone's Hyperbolic Learning Curve. Educational and Psychological Measurement, 21(1), 135-137.  link >

Stake, R. E. (1961). “Overestimation” of Achievement with the California Achievement Test. Educational and Psychological Measurement, 21(1), 59-62.  link >

GULICK, W. L., & STAKE, R. E. (1957). The effect of time on size-constancy. The American journal of psychology, 70(2), 276-279.  link >