Evaluation in Today’s World. Veronica G. Thomas

Evaluation in Today’s World - Veronica G. Thomas


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should be taken into consideration when seeking an understanding of the full context of an evaluation.

      Those who commission an evaluation influence the evaluation process especially in terms of decisions about the questions that are asked, the variables over which data are collected to determine if a program or project is a “success,” and how or even if the results are used. The less powerful, often those whom a program or project is designed to serve, often have little or no voice in shaping the evaluation questions that are asked or how success is defined. This can be a contributing factor as to why so many evaluations are not “on point” or as useful as they could and should be. In the book, readers learn the importance of planning and implementation evaluations that

       engage a broad range of diverse stakeholders;

       identify and minimize ethical issues;

       ask evaluation questions that matter;

       recognize how cultural differences and inequities can impact data and data collection;

       utilize the best design for the questions; and

       employ various modes to communicate evaluation results in culturally responsive ways.

      We also foreground “the elephant in the room”—race and racism and how they have impacted evaluation—while also focusing on what evaluators can and should do.

      Organization and Pedagogical Features

      Each chapter begins with a set of learning objectives or brief statements that describe what readers are expected to know and/or be able to do after reading the chapter and completing the activities. Examples and opportunities for discussion of perceptions and ideas are included throughout the chapters. Important terms are bolded at their first mention in the book and are defined in the glossary as well as in the first chapter in which they are mentioned.

      Four features—Reflect and Discuss, Case Study, Activity, and Voices From the Field—build on the book’s overarching theme and are designed to pique readers’ interest and extend their learning opportunities. Reflect and Discuss features an issue or question that readers critically think about and discuss in small groups. Case Studies present real or hypothetical cases addressing the application of a particular theoretical, methodological, or practice issue in evaluation. Activities ask readers to do something (individually or in small groups, within class or outside class) involving the application of knowledge gained or issues raised in that particular chapter. Voices From the Field are commentaries from evaluation scholars, practitioners, and/or users about a particular issue of relevance. Each chapter ends with a brief summary followed by a description of supplemental resources for readers who wish to delve more deeply into the areas covered in the chapter. At the end of the book is a glossary of all bolded terms included throughout the chapters. Additionally, the references cited in the chapters are found following the glossary.

      Teaching Resources

      This text includes instructor teaching materials designed to save you time and to help you keep students engaged. To access these resources, search for this book on sagepub.com or contact your SAGE representative at sagepub.com/findmyrep.

      About the Authors

      Veronica G. Thomas, PhD,is a Professor in the Department of Human Development and Psychoeducational Studies at Howard University. She also serves as the Evaluation and Continuous Improvement (ECI) Director for the Georgetown-Howard Universities Center for Clinical Translational Sciences (GHUCCTS). Her research interests include culturally responsive evaluation, physical and psychological well-being of Black families, with particular emphasis on women and girls, and the academic and professional development of students of color. Over the years, Dr. Thomas has published work in numerous refereed journals including the American Journal of Evaluation, New Directions for Evaluation, Journal of Community Genetics, Journal of Black Psychology, International Journal for the Advancement of Counselling (British spelling), Family Relations, Adolescence, Educational Leadership, Journal of Adult Development, Review of Research in Education, Journal of Negro Education, Sex Roles, Journal of Social Psychology, Women and Health, and the Journal of the National Medical Association. Her work has been funded by the National Science Foundation, National Institutes of Health, U.S. Department of Education, and the Women’s College Coalition. Dr. Thomas major professional associations include the American Evaluation Association (AEA), American Psychological Association (APA), and the American Educational Research Association (AERA). In 2019, she received the AEA Multiethnic Issues in Evaluation Scholarly Leader Award for scholarship that has contributed to social justice-oriented, equity-focused, and/or culturally responsive literature.Patricia B. Campbell, PhD,is the president of Campbell-Kibler Associates, Inc. She has been involved in research and evaluation with a focus on issues of race/ethnicity, gender and disability for many years. Formerly an associate professor of research, measurement and statistics at Georgia State University, Dr. Campbell is an Association for Women in Science (AWIS) Fellow and was awarded the Willystine Goodsell Award by the American Educational Research Association (AERA) and the Betty Vetter Award by the Women in Engineering ProActive Network (WEPAN). Dr. Campbell has authored more than 100 publications including coauthoring Building Evaluation Capacity: Guide I Designing A Cross Project Evaluation and Guide II Collecting and Using Data in Cross-Project Evaluations; A Framework for Evaluating Impacts of Informal Science Education Projects, Good Schools in Poor Neighborhoods: Defying Demographics; Achieving Success“and The AAUW Report: How Schools Shortchange Girls. Dr. Campbell’s websites include www.BeyondRigor.org, which provides easy to use tips to improve the quality of evaluations with diverse populations and www.FairerScience.org which provides researcher and evaluators with tips and tools to more effectively communicate their diversity related research and evaluation findings to the media and the public. In addition Dr. Campbell participates in a variety professional activities include conducting educational evaluation and research training in South Africa and Uganda and serving as an expert witness in the Citadel sex discrimination case.

      Acknowledgments

      We wish to thank the many individuals who supported the thinking and work behind this book. First, we greatly appreciate the support of our wonderful book editor, Helen Salmon, and the capable SAGE editorial and production staff, especially Chelsea Neve, Megan O’Heffernan, and Kelsey Barkis, for their expert assistance through all phases of the production of this book, and Melinda Masson, for her expert copyediting.

      We thank the following reviewers for their critical feedback that certainly helped to expand our thinking and ultimately improved the contents of this book:

       Gretchen Arnold, St. Louis University

       Stephanie Bondi, University of Nebraska–Lincoln

       Robyn Cooper, Drake University

       Debra J. Dirksen, Western New Mexico University

       Marcus-Antonio Galeste, Arizona State University

       Sebastian Galindo-Gonzalez, University of Florida

       Brenda Gerhardt, University of Dayton

       Sandra Handwerk, Albany State University

       Noriko Ishibashi Martinez, Loyola University Chicago

       Chad Murphy, Mississippi University for Women

       Vanaja Nethi, Nova Southeastern University

       John Ridings, The Institute for Clinical Social Work

       Marlys Staudt, University of Tennessee

       John


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