Jori N Hall
Dados Biográficos
| ID | 98310 |
|---|---|
| NOME | Jori N Hall |
| PRENOMES | Jori N |
| SOBRENOME | Hall |
| ASSINATURA | HALL J N |
| AFILIAÇÕES | University of Georgia |
| ORCID | 0000-0002-9098-7675 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAÇÕES | 66 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Proposing an identity-in-context framework for culturally responsive evaluation
Conquering acceptability
Analyzing Focus Groups Through Poetic Dialogues
Evaluating programs in rural communities can present challenges when large, observable successes, such as infrastructure additions, are limited due to resource challenges. These successes are often quantifiable and easily identified by external stakeholders. However, there are often intangible and social impacts that should be captured as successes of rural community-focused programs that may not fit the more quantitative methodology. Arts-based …
Establishing Multicultural Validity
From a culturally responsive research (CRR) perspective, trustworthiness is rooted in culture. The multicultural validity framework acknowledges that inquiry is shaped by cultural context and power and offers guidance for establishing trustworthiness. This article applies the framework to archival research, where researchers engage historical texts rather than living participants. We explore the challenges of maintaining cultural responsiveness w…
Culturally Responsive Methodologies
The articles in this special issue emphasize the evolution and impact of culturally responsive research in health settings. They illustrate the methodological shift from viewing culture through a Western-centric lens to instead critically analyzing dominant cultural 'norms,' intersectional identities, and the power of narratives. These contributions advocate for integrating culturally informed methods to respect all peoples' dignity and identitie…
Hopefully you've landed the waka on the shore
The multifaceted context of Aotearoa / New Zealand offers insight into the negotiation of cultural discourses in mental health. There, bicultural practice has emerged as a theoretically rights-based delivery of culturally responsive and aligned therapies. Bicultural practices invite clinicians into spaces between Indigenous and Westernized knowing to negotiate and innovate methods of healing. In this article, we present findings from a qualitativ…
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
Special Section Editors’ Note
It takes an ecosystem
Evaluation must transform to center equity. Yet, while recent scholarship critiques evaluation at the macro level for reproducing societal inequities and calls the profession and individual evaluators to change, this research overlooks evaluation ecosystems - though dynamic interactions among evaluation teams, workplaces, community stakeholders, funders, and informal professional networks form crucial connections between the macro and micro level…
Using focus groups for empowerment purposes in qualitative health research and evaluation
Researchers and evaluators increasingly use focus groups as a culturally responsive (CR) method to facilitate empowerment – especially among vulnerable groups. Yet, the expansion of this practice muddles the concept of empowerment and purposes for using focus groups for empowerment. Of particular need is a clear differentiation of the purposes for participant empowerment. In this article, we consider prevalent conceptualizations of empowerment an…
From the Interim Co-Editors
From the Interim Co-Editors
From the Co-Editors
How beauty product use links to Black Lives Matter
This study examines the influence of Black women’s beliefs of health threats on purchase intentions towards beauty products. It investigates whether Black women use natural beauty products to avoid health threats and injustice. Two focus groups were conducted with eleven female African American participants as part of a larger multi-method study. This article details the focus group sessions in which participants shared their stories and beliefs …
Cultivating Cultural Competence
Cultural competence is a complex and contested notion. Yet it remains integral to working with difference in the context of evaluation practice. Given its status in evaluation practice, the field’s commitment to cultural competence prompts the need for further interrogation and reconsideration. Accordingly, this article explores the establishment and conceptualization of cultural competence. Potential challenges to cultural competence are also ex…
Sowing the seeds
Objective: This article problematizes the use of resilience as a psychological and developmental indication of well-being. We base our argument on the possibility that resilience theories internalize responsibility for survival within the individual, and that survival is dependent on the ability to assimilate to injustice. Resistance, on the other hand, represents acts of intentional, active, and often collective survival which can expose and opp…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
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 transp…
Exploring the Relevance of Complexity Theory for Mixed Methods Research
While the field of mixed methods has discussed complexity theory, more clarification regarding its conceptualization is needed. Accordingly, we first review how various fields have interpreted and applied the central ideas of complexity theory in the social sciences. We then analyze two empirical studies that used complexity theory and mixed methods. We highlight how both studies examined complex systems, used elements of complexity theory as the…
The Other Side of Inequality
Social justice evaluation approaches advance antioppressive and culturally responsive methods to mitigate societal inequalities. However, social justice efforts will fall short if they focus solely on one side of inequality: oppression. Accordingly, this article argues that the other side of inequality—privilege—needs to be scrutinized. This article offers standpoint theories as a lens on privilege to reveal how the knowledge achieved from margin…
A mixed-methods evaluation using low-income adult Georgians’ experience with a smartphone-based eLearning nutrition education programme
Objective To understand low-income adults’ expectations and experiences using an innovative smartphone and theory-based eLearning nutrition education programme, entitled Food eTalk. Design Longitudinal mixed-methods single case study including a series of focus group and individual interviews, demographic and Internet habits surveys, and user-tracking data. Interviews were transcribed verbatim, analysed using the constant comparative method and d…
Givin’ Stakeholders the Mic
Social justice–oriented evaluation approaches are described as participatory, culturally and contextually responsive, and self-empowering. These evaluation approaches call for the genuine participation of stakeholders for sound evaluations, particularly those outside of decision-making and service providing. Similarly, hip-hop is commonly characterized as liberating, educative, and critically responsive. Further, hip-hop engages marginalized grou…
Mixed Methods Papers in First-Person and Third-Person
While writing from a qualitative tradition often occurs in first person and from a quantitative tradition often occurs in third person, the pros and cons of voice in mixed methods research needs consideration. This article argues for more inclusion of the first-person in such writing, particularly as evidence for the researcher’s claims, as a way to triangulate and corroborate perspectives from a Bakhtinian dialogic theoretical framework. This ar…
Values Engagement in Evaluation
Values-engagement in evaluation involves both describing stakeholder values and prescribing certain values. Describing stakeholder values is common practice in responsive evaluation traditions. Prescribing or advocating particular values is only explicitly part of democratic, culturally responsive, critical, and other openly ideological traditions in evaluation, but we argue that it is implicit in all evaluation approaches and practices. In this …
Using focus groups for empowerment purposes in qualitative health research and evaluation
Researchers and evaluators increasingly use focus groups as a culturally responsive (CR) method to facilitate empowerment – especially among vulnerable groups. Yet, the expansion of this practice muddles the concept of empowerment and purposes for using focus groups for empowerment. Of particular need is a clear differentiation of the purposes for participant empowerment. In this article, we consider prevalent conceptualizations of empowerment an…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
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 transp…
Hopefully you've landed the waka on the shore
The multifaceted context of Aotearoa / New Zealand offers insight into the negotiation of cultural discourses in mental health. There, bicultural practice has emerged as a theoretically rights-based delivery of culturally responsive and aligned therapies. Bicultural practices invite clinicians into spaces between Indigenous and Westernized knowing to negotiate and innovate methods of healing. In this article, we present findings from a qualitativ…
Educational Accountability
This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of internal accountability and its perceived collective capacity in relation to external accountability mandat…
The Other Side of Inequality
Social justice evaluation approaches advance antioppressive and culturally responsive methods to mitigate societal inequalities. However, social justice efforts will fall short if they focus solely on one side of inequality: oppression. Accordingly, this article argues that the other side of inequality—privilege—needs to be scrutinized. This article offers standpoint theories as a lens on privilege to reveal how the knowledge achieved from margin…
Exploring the Relevance of Complexity Theory for Mixed Methods Research
While the field of mixed methods has discussed complexity theory, more clarification regarding its conceptualization is needed. Accordingly, we first review how various fields have interpreted and applied the central ideas of complexity theory in the social sciences. We then analyze two empirical studies that used complexity theory and mixed methods. We highlight how both studies examined complex systems, used elements of complexity theory as the…
Sowing the seeds
Objective: This article problematizes the use of resilience as a psychological and developmental indication of well-being. We base our argument on the possibility that resilience theories internalize responsibility for survival within the individual, and that survival is dependent on the ability to assimilate to injustice. Resistance, on the other hand, represents acts of intentional, active, and often collective survival which can expose and opp…
Understanding Black Male Student Athletes’ Experiences at a Historically Black College/University
The purpose of this article is to describe how a mixed methods approach was employed to acquire a better understanding of Black male student athletes’ experiences at a historically Black college/university in the southeastern United States. A concurrent triangulation design was incorporated to allow different data sources to be collected and analyzed simultaneously to identify areas of convergence. Quantitative findings served as complementary da…
The Complexity of Practice
All social and professional practices are historically situated, evolving forms of acting and interacting. Evaluation, as a practice, is shaped by and shapes the practice evaluated. This article contributes to responsive and values-engaged evaluation approaches by reflecting on the space where these two practices intersect. The evaluative task was to document the nature of a partnership between a university and school district and how that partne…
Culturally Responsive Methodologies
The articles in this special issue emphasize the evolution and impact of culturally responsive research in health settings. They illustrate the methodological shift from viewing culture through a Western-centric lens to instead critically analyzing dominant cultural 'norms,' intersectional identities, and the power of narratives. These contributions advocate for integrating culturally informed methods to respect all peoples' dignity and identitie…
Special Section Editors’ Note
Cross-Continental Reflections on Evaluation Practice
The evaluation theory tree typology reflects the following three components of evaluation practice: (a) methods, (b) use, and (c) valuing. The purpose of this study was to explore how evaluation practice is conceived as reflected in articles published in the American Journal of Evaluation ( AJE) and Evaluation, a journal supported by the European Evaluation Society. A key finding from this international comparison suggests that evaluation practic…
Shadowing in Formative Evaluation
Shadowing is a data collection method that involves following a person, as they carry out those everyday activities relevant to a research study. This article explores the use of shadowing in a formative evaluation of a professional development school (PDS). Specifically, this article discusses how shadowing was used to understand the role of a professor-in-residence (PIR) working with a PDS, and how this role facilitates capacity building at the…
Exploring Alternative Approaches for Presenting Evaluation Results
Evaluators have an obligation to present clearly the results of their evaluative efforts. Traditionally, such presentations showcase formal written and oral reports, with dispassionate language and graphs, tables, quotes, and vignettes. These traditional forms do not reach all audiences nor are they likely to include the most powerful presentation possibilities. In this article, we share our use of alternative presentation formats, undertaken to …
Dialectics and Pragmatism
Values Engagement in Evaluation
Values-engagement in evaluation involves both describing stakeholder values and prescribing certain values. Describing stakeholder values is common practice in responsive evaluation traditions. Prescribing or advocating particular values is only explicitly part of democratic, culturally responsive, critical, and other openly ideological traditions in evaluation, but we argue that it is implicit in all evaluation approaches and practices. In this …
Educational Accountability
This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of internal accountability and its perceived collective capacity in relation to external accountability mandat…
The Complexity of Practice
All social and professional practices are historically situated, evolving forms of acting and interacting. Evaluation, as a practice, is shaped by and shapes the practice evaluated. This article contributes to responsive and values-engaged evaluation approaches by reflecting on the space where these two practices intersect. The evaluative task was to document the nature of a partnership between a university and school district and how that partne…
Exploring Alternative Approaches for Presenting Evaluation Results
Evaluators have an obligation to present clearly the results of their evaluative efforts. Traditionally, such presentations showcase formal written and oral reports, with dispassionate language and graphs, tables, quotes, and vignettes. These traditional forms do not reach all audiences nor are they likely to include the most powerful presentation possibilities. In this article, we share our use of alternative presentation formats, undertaken to …
Understanding Black Male Student Athletes’ Experiences at a Historically Black College/University
The purpose of this article is to describe how a mixed methods approach was employed to acquire a better understanding of Black male student athletes’ experiences at a historically Black college/university in the southeastern United States. A concurrent triangulation design was incorporated to allow different data sources to be collected and analyzed simultaneously to identify areas of convergence. Quantitative findings served as complementary da…
Shadowing in Formative Evaluation
Shadowing is a data collection method that involves following a person, as they carry out those everyday activities relevant to a research study. This article explores the use of shadowing in a formative evaluation of a professional development school (PDS). Specifically, this article discusses how shadowing was used to understand the role of a professor-in-residence (PIR) working with a PDS, and how this role facilitates capacity building at the…
Cross-Continental Reflections on Evaluation Practice
The evaluation theory tree typology reflects the following three components of evaluation practice: (a) methods, (b) use, and (c) valuing. The purpose of this study was to explore how evaluation practice is conceived as reflected in articles published in the American Journal of Evaluation ( AJE) and Evaluation, a journal supported by the European Evaluation Society. A key finding from this international comparison suggests that evaluation practic…
Mixed Methods Papers in First-Person and Third-Person
While writing from a qualitative tradition often occurs in first person and from a quantitative tradition often occurs in third person, the pros and cons of voice in mixed methods research needs consideration. This article argues for more inclusion of the first-person in such writing, particularly as evidence for the researcher’s claims, as a way to triangulate and corroborate perspectives from a Bakhtinian dialogic theoretical framework. This ar…
A mixed-methods evaluation using low-income adult Georgians’ experience with a smartphone-based eLearning nutrition education programme
Objective To understand low-income adults’ expectations and experiences using an innovative smartphone and theory-based eLearning nutrition education programme, entitled Food eTalk. Design Longitudinal mixed-methods single case study including a series of focus group and individual interviews, demographic and Internet habits surveys, and user-tracking data. Interviews were transcribed verbatim, analysed using the constant comparative method and d…
Givin’ Stakeholders the Mic
Social justice–oriented evaluation approaches are described as participatory, culturally and contextually responsive, and self-empowering. These evaluation approaches call for the genuine participation of stakeholders for sound evaluations, particularly those outside of decision-making and service providing. Similarly, hip-hop is commonly characterized as liberating, educative, and critically responsive. Further, hip-hop engages marginalized grou…
Exploring the Relevance of Complexity Theory for Mixed Methods Research
While the field of mixed methods has discussed complexity theory, more clarification regarding its conceptualization is needed. Accordingly, we first review how various fields have interpreted and applied the central ideas of complexity theory in the social sciences. We then analyze two empirical studies that used complexity theory and mixed methods. We highlight how both studies examined complex systems, used elements of complexity theory as the…
The Other Side of Inequality
Social justice evaluation approaches advance antioppressive and culturally responsive methods to mitigate societal inequalities. However, social justice efforts will fall short if they focus solely on one side of inequality: oppression. Accordingly, this article argues that the other side of inequality—privilege—needs to be scrutinized. This article offers standpoint theories as a lens on privilege to reveal how the knowledge achieved from margin…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
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 transp…
How beauty product use links to Black Lives Matter
This study examines the influence of Black women’s beliefs of health threats on purchase intentions towards beauty products. It investigates whether Black women use natural beauty products to avoid health threats and injustice. Two focus groups were conducted with eleven female African American participants as part of a larger multi-method study. This article details the focus group sessions in which participants shared their stories and beliefs …
Cultivating Cultural Competence
Cultural competence is a complex and contested notion. Yet it remains integral to working with difference in the context of evaluation practice. Given its status in evaluation practice, the field’s commitment to cultural competence prompts the need for further interrogation and reconsideration. Accordingly, this article explores the establishment and conceptualization of cultural competence. Potential challenges to cultural competence are also ex…
Sowing the seeds
Objective: This article problematizes the use of resilience as a psychological and developmental indication of well-being. We base our argument on the possibility that resilience theories internalize responsibility for survival within the individual, and that survival is dependent on the ability to assimilate to injustice. Resistance, on the other hand, represents acts of intentional, active, and often collective survival which can expose and opp…
It takes an ecosystem
Evaluation must transform to center equity. Yet, while recent scholarship critiques evaluation at the macro level for reproducing societal inequities and calls the profession and individual evaluators to change, this research overlooks evaluation ecosystems - though dynamic interactions among evaluation teams, workplaces, community stakeholders, funders, and informal professional networks form crucial connections between the macro and micro level…
Using focus groups for empowerment purposes in qualitative health research and evaluation
Researchers and evaluators increasingly use focus groups as a culturally responsive (CR) method to facilitate empowerment – especially among vulnerable groups. Yet, the expansion of this practice muddles the concept of empowerment and purposes for using focus groups for empowerment. Of particular need is a clear differentiation of the purposes for participant empowerment. In this article, we consider prevalent conceptualizations of empowerment an…
From the Interim Co-Editors
From the Interim Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
Sociology (25 obras) · Psychology (24 obras) · Evaluation and Performance Assessment (21 obras) · Political science (20 obras) · Computer Science (13 obras) · Social science (10 obras) · Management science (8 obras) · Public relations (8 obras) · Community Health and Development (7 obras) · Engineering (7 obras)