Being Culturally Responsive in a Formative Evaluation of a Professional Development School
Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation
Datos Bibliográficos
| ID | 12470548 |
|---|---|
| Autores | Jori N Hall (0000-0002-9098-7675, University of Georgia, Athens, GA, USA, autor de correspondencia), Melissa Freeman (0000-0002-5713-8110, University of Georgia, Athens, GA, USA), Soria E Colomer (0000-0002-3945-7759, Oregon State University, Corvallis, OR, USA) |
| Año | 2020 |
| Volumen | 41 |
| Número | 3 |
| Páginas | 384-403 |
| Fecha de publicación | 2020-01-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Journal of Evaluation (JOURNAL) |
| Identificadores de la revista | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1098214019885632 |
| OpenAlex | W2999791609 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 25 |
While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights
Culturally appropriate · Evaluation methods · Formative assessment · General partnership · Narrative · Pedagogy · Political science · Professional development · Sociology · Community Health and Development · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Medicine · Psychology
Proposing an identity-in-context framework for culturally responsive evaluation
Culturally responsive evaluation
Using dialogue-centered approaches to community-engaged research
How Positionality Shapes Equitable Evaluation
Establishing Multicultural Validity
Exploring Indigenous Community Conceptions of Parent Wellbeing
Culturally responsive and communicative teaching for multicultural integration
Theory-based Evaluation of Lesson Study Professional Development
A Mixed-Methods Evaluation Design for a Secondary School Equity Program
Exploring identity-oriented evaluation for rural community development
Culturally Responsive Methodologies
It's Like a Double Whammy
Values in Evaluation and Social Research
Framing participatory evaluation
Case Study Research
The Research Act
A Review and Synthesis of Current Research on Cross-Cultural Evaluation
Latino English Language Learners
Document Analysis as a Qualitative Research Method
The Complexity of Practice
Culturally Responsive Evaluation Meets Systems-Oriented Evaluation
Reflections on the Use of Narrative in Evaluation
Suggested Guidelines for Writing Reflective Case Narratives
Introducing Reflexivity to Evaluation Practice
Values Engagement in Evaluation
The methodology of Focus Groups
| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 4 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |