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A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education.

Lookup NU author(s): Dr Emma DobsonORCiD


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The following article discusses the content and conduct of a PhD thesis exploring the utilisation of peer education to deliver Sex and Relationships Education (SRE) to adolescents in the United Kingdom. Evaluative literature currently suffers from a lack of theorisation and an absence of mechanistic investigation. In attempting to address this limitation, the PhD evolved from one study into a series of five separate studies. It is hoped that by drawing findings together from separate studies, the work as a whole will form a more complete, cohesive and comprehensive understanding of peer-led SRE. The purpose of this article is to describe how undertaking Theory-Driven Evaluation facilitated the evolution of the PhD from one proposed study to five; present an argument as to why this was the best approach to conduct the PhD study; and to outline the strengths and limitations of employing such an approach to compile the PhD thesis

Publication metadata

Author(s): Dobson E

Editor(s): Dobson, E.S. & Shao, X.

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: Imagining Better Education

Year of Conference: 2023

Pages: 53-69

Online publication date: 01/01/2023

Acceptance date: 01/01/2022

Publisher: School of Education, Durham University


Library holdings: Search Newcastle University Library for this item

Series Title: Imagining Better Education

ISBN: 9780907552154