Evaluation in Today’s World. Veronica G. Thomas
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
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