• Corpus ID: 2454414


  author={Henry T. Frierson and Stafford Hood}
Cultural responsiveness is gaining recognition as a critical feature of the evaluation process. Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence, culture makes us who we are. In doing project evaluation, it is also important to consider cultural context in which the project operates and be responsive to it. How can an evaluation be culturally responsive? An evaluation is culturally responsive if it… 

Moving Beyond the Buzzword: A Framework for Teaching Culturally Responsive Approaches to Evaluation

The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has

Exploring Use and Influence in Culturally Responsive Approaches to Evaluation: A Review of the Empirical Literature

Culturally responsive approaches to evaluation are emerging across diverse program and community contexts to address increasingly intractable social, economic, political, and environmental concerns.

Emphasizing Cultural Competence in Evaluation

This paper describes a process-oriented approach to culturally competent evaluation, focusing on a case study of an evaluation of an HIV/AIDS educational program in Bulawayo, Zimbabwe. We suggest

Developing Culturally Responsive Surveys

Considerable empirical research, along with a growing body of conceptual and theoretical literature, exists on the role of culture and context in evaluation. Less scholarship has examined culturally

Moving to Genuine: Credible Cultural Competence and Stakeholder Believability

Background: Cultural competency is becoming an increasingly important concept in evaluation. The developing discussions tend to revolve around how to become culturally competent, why it is important,

CHAPTER TWELVE CULTURALLY RESPONSIVE EVALUATION Theory , Practice , and Future Implications ∗ , †

In the last two decades, the evaluation literature reflects increasing attention to culture and cultural contexts in the field. A lion’s share of this literature has focused on culturally responsive

Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

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

Culturally Responsive Program Evaluations

  • H. StevensT. Peed
  • Psychology
    Research Anthology on Culturally Responsive Teaching and Learning
  • 2021
Program evaluations in education programs are conducted to address the outcomes, experiences, and phenomena that occur from programs. Program evaluation models are plentiful, and commonly used models

Culturally Responsive Evaluation Meets Systems-Oriented Evaluation

The authors of this article each bring a different theoretical background to their evaluation practice. The first author has a background of attention to culturally responsive evaluation (CRE), while



Utilization-focused evaluation: The new century text

PART ONE: TOWARD MORE USEFUL EVALUATIONS Evaluation Use Both Challenge and Mandate What Is Utilization-Focused Evaluation? How Do You Get Started? Fostering Intended Use by Intended Users The

The Countenance of Educational Evaluation

Dr. Stake, who is Associate Director of CIRCE (Center for Instructional Research and Curriculum Evaluation) at Illinois, here takes an innovative and suggestive approach to the problem of formal

[Educational evaluation].

  • M. Kishi
  • Education
    Josanpu zasshi = The Japanese journal for midwife
  • 1985
Normative scores are important when reporting the results of a formal evaluation for learning problems, but including the reports from multiple sources can be invaluable in validating and communicating the information to others.

Discussant Remarks

The leitmotiv of the panel as a whole may be found in Mrs. Wright's phrase: “All history is implicitly comparative.” This particular apothegm should be pasted into the hats of all students of China.

Towards Utility in Reviews of Multivocal Literatures

In their article, "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Ogawa and Malen (1991) have done an excellent job of showing how multivocal

Program Evaluation, Particularly Responsive Evaluation

I am pleased to have this opportunity to talk about some recent developments in the methodology of program evaluation and about what I call responsive evaluation.

Commentary on deliberative democratic evaluation

The realities of democracy in the United States have been experientially different for its oppressed groups. How might that affect the practice of democratic evaluation?

Discussant Remarks. In The Cultural Context of Educational Evaluation: The Role of Minority Evaluation Professionals, NSF 01-43

  • Discussant Remarks. In The Cultural Context of Educational Evaluation: The Role of Minority Evaluation Professionals, NSF 01-43
  • 2000