CRIJ 5330 Brite Divinity School Prejudicial Treatment of Black Individuals Essay Please use the pdf file textbooks as references. My professor is strict on
CRIJ 5330 Brite Divinity School Prejudicial Treatment of Black Individuals Essay Please use the pdf file textbooks as references. My professor is strict on referencing. Instructions are attached. Let me know if you guys have ANY questions.Regards ?
PROGR A M EVA LUATION T H EORY A N D PR ACTICE
Also Available
Transformative Research and Evaluation
Donna M. Mertens
PROGR A M
EVA LUATION
TH EORY A ND
PR ACTICE
SECOND EDITION
A Comprehensive Guide
Donna M. Mertens
Amy T. Wilson
THE GUILFORD PRESS
New York??London
Copyright © 2019 The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com
All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or
otherwise, without written permission from the publisher.
Printed in the United States of America
This book is printed on acid-free paper.
Last digit is print number:
9
8
7
6
5
4
3
2
1
Library of Congress Cataloging-in-P ublication Data is available from the publisher.
ISBN 978-1-4625-3275-9 (paperback) ISBN 978-1-4625-3633-7 (hardcover)
Preface
P
rogram evaluation is a relatively young discipline in the formal sense of systematically
collecting data for the purpose of informing decision making. However, because program
evaluation builds on many other disciplines (e.g., social science, statistics), evaluators have
a long history of scholarship and practice to inform their work. This text explores the philosophical and theoretical roots of evaluation and builds a bridge between those roots and
evaluation practice. The text is divided into four major sections: Part I, The Landscape of
Evaluation; Part II, Historical and Contemporary Evaluation Paradigms, Branches, Theories, and Approaches; Part III, Planning Evaluations; and Part IV, Implementation in
Evaluation: Communication and Utilization of Findings, Management, Meta-Evaluation,
and Challenges.
The four parts provide a logical and somewhat linear ?ow, in that they start with an
explanation of the meaning of evaluation and its historical roots; move to philosophical
and theoretical orientations that provide guidance for thinking about evaluation; and
then cover the specifics of planning, implementing, and using evaluations. You can use
Part I to get an overview of the field, Part II to get an understanding of historical and
contemporary philosophical and theoretical perspectives and to take the initial steps for
planning an evaluation, Part III to engage in detailed planning of an evaluation, and Part
IV to gain specific insights into the implementation and use of evaluations. Thus the text
is intended to provide a broad understanding of the evaluation field, as well as to provide
the tools necessary to engage in planning and implementing evaluations.
The principal themes illustrated in Part I include the diversity of evaluations historical roots, as well as the dynamic state of the field because of its interdisciplinary nature.
Evaluation is an evolving field of study that is enriched by the various perspectives represented in its roots and in its current configuration. Situating evaluation in real-world conditions confronting real-world challenges enhances the fields evolution. Hence this text
relies heavily on examples of evaluation from different sectors, nations, populations, and
disciplines. These examples illustrate the realistic conditions that evaluators encounter in
their work. Evaluators are called upon to evaluate a wide range of entities, and they have
developed a variety of strategies for depicting what is being evaluated. Examples of these
strategies illustrate how theory is used to inform an understanding of the program, policy,
or other entity that is being evaluated, and the advantages and challenges associated with
these different strategies. We provide practical guidance in applying these strategies to
depict a program, policy, or other entity of your choosing.
v
vi
Preface
In Part II, the focus shifts from the broad evaluation landscape and the evaluand
to the philosophical and theoretical positions that have developed within the evaluation
community. The prominence given to these perspectives is supported by the in?uence
of philosophical and theoretical assumptions on ways evaluators think about their work,
how evaluators are perceived in the wider communities they serve, decisions about practice, and consequent use of findings. Hence this section of the text seeks to blend the
philosophical and theoretical with the practical implications by means of discussions and
examples illustrating various theoretical positions in practice. Personal re?ections from
selected evaluation theorists provide unique insights from their different points of view.
We encourage you to examine your own assumptions about evaluation, and to derive
implications for evaluation practice from your own philosophical and theoretical beliefs.
Part III concerns the part of evaluation planning that overlaps most with applied
research methods. Hence the level of detail here re?ects current thinking about design,
data collection, sampling, and data analysis. Specific web-based resources are provided to
enhance your abilities to plan these aspects of the evaluation. It should be noted that in
this section of the text, these topics are discussed in the specific context of evaluation. In
addition, issues of culture are highlighted throughout Part III, as these have surfaced as
critical concerns in terms of validity and ethics in evaluation. We provide practical guidance in this section that will allow you to prepare a plan for an evaluand of your choice.
Part IV moves from a planning focus to an implementation focus and includes a
detailed explanation of the topics of reporting and using evaluations. Practical topics such
as how to plan for managing an evaluation are addressed, along with a discussion of challenges associated with this part of an evaluators work. Examples illustrate the real-world
challenges that evaluators encounter and strategies they use to address these challenges.
Issues that are relevant throughout the evaluation process are revisited in this final section
of the text to encourage deeper re?ection on politics, values, ethics, reporting, human
relations, use of evaluation findings, and the quality of evaluation work.
Intended Audience
We perceive this books primary audience as including graduate students (or advanced
undergraduates) and faculty in program evaluation, social sciences, education, health,
and international development; professionals undertaking evaluations; and interdisciplinary readers (as re?ected in the membership of the American Evaluation Association
[AEA] and other national, regional, and international evaluation organizations). We see
its secondary audience as including people who commission evaluations, issue requests for
proposals for evaluations, and review proposals for evaluations.
Pedagogical Features
? Each chapter begins with re?ective questions to prepare you for reading the chapter and to serve as a guide as you move through the chapter.
? Chapters include sections entitled Extending Your Thinking that include ques-
tions and activities to enable you to go beyond the information given in the chapter.
? Examples of evaluations are included from many sectors and disciplines. The eval-
Preface
vii
uators for many of the evaluations offer re?ective commentary based on their
experiences. Their commentary is designed to provide direction to those of you
who are novice evaluators.
? You can use this book as a guide to develop an evaluation plan for a specific project
or program.
? A glossary of terms is included at the end of the book. Terms that are specific to
the evaluation field appear in boldface font when they first appear in the text.
These are the terms that can also be found in the glossary.
? A website is available that provides online resources that align with the books
chapters. These include additional examples of evaluation studies, logic models,
and guidance documents to enhance evaluation planning and practice.
Whats New in the Second Edition?
Many of the sample studies have been updated and a few additional approaches to evaluation have been added: for example, collaborative evaluation, principles-focused evaluation, and desk review. Much more information is provided about logic models, cost
benefit evaluations, and mixed methods designs, and their implications for sampling, data
collection, analysis, and reporting. New information is also provided on the topics of data
collection technologies and new methods of qualitative coding. References to Sustainable
Development Goals were added to re?ect changes in the international development communitys commitment to global change. More tables providing definitions of evaluation
terms and a list of abbreviations have been added, and the glossary has been enhanced.
Many web-based resources have been added and are now available at the books companion website, allowing readers to see examples of evaluation studies, logic models, management plans, and evaluation budgets, along with additional evaluation studies.
Personal Notes
The two of us represent different stances with regard to evaluation. Donna M. Mertens
has been immersed in the field of evaluation since her early days in graduate school at the
University of Kentucky College of Medicine, followed by several years working with the
Appalachian Regional Commission on the evaluation of professional development programs that used one of the first National Aeronautics and Space Administration (NASA)
satellites as a delivery mechanism for residents of the Appalachian Mountains, stretching across a 13-state region from New York to Alabama. She moved from there to Ohio
State University when that institution hosted the National Center for Research in Vocational Education. While at Ohio State, she conducted a good deal of policy research and
a few evaluation studies for different agencies, such as the Peace Corps. She then did a
short stint at Xerox International Training Center, evaluating its sales training program.
Finally, she found a professional home at Gallaudet University in Washington, DC, the
only university in the world with the mission to serve deaf and hard-of-hearing students at
the undergraduate and graduate levels. She retired from Gallaudet University in 2015 and
now pursues an active professional life consulting about evaluations across the globe and,
of course, continuing to write about methodological issues and social justice. During her
viii
Preface
over four decades of work in evaluation, she has had many opportunities to conduct and
consult on evaluations, as well as to contribute to the development of evaluation capacity
in many communities around the world. Given her lengthy experiences in the world of
evaluation, you will find many personal re?ections throughout the book (indicated by the
personal pronoun I) about the various stages and ages of evaluation.
Amy T. Wilson, on the other hand, taught deaf high school students for 12 years; the
programs in which she taught were evaluated by the state, the county special education
evaluation office, and the school administrators. In turn, she continually evaluated her
students coursework and participated in administering standardized tests and developing individualized education plans (IEPs) for the students. Wilson then volunteered in
an economically deprived neighborhood in northeast Brazil, acting as an advocate and
community development worker with deaf children and adults who, because of their deafness, were marginalized by society. When Wilson returned to the United States to study
for her PhD, Mertens became her mentor and introduced her to the transformative world
of evaluation. Since that time, she has been fortunate to engage in international program
development, with opportunities to conduct evaluations in various venues around the
world. She brings the dual perspectives of program developers and users of evaluation to
this work.
Acknowledgments
We wish to thank our students and colleagues at Gallaudet and around the world who
have allowed us to partner with them in the pursuit of better ways to conduct evaluations
and develop programs. They have challenged us, taught us, and helped us extend our
own thinking about evaluation. We also want to thank C. Deborah Laughton, Publisher,
Methodology and Statistics, at The Guilford Press, as well as other Guilford staff members
who have supported the production of this book (particularly Anna Brackett, Editorial
Project Manager, and Margaret Ryan, Copyeditor). As we recognize that evaluation is a
continually developing field, we express appreciation for the comments of reviewers who
provided us with ideas for making this text more responsive to readers needs, including
Kristin Koskey, Robert L. Johnson, Lauren P. Saenz, Christopher R. Gareis, Gerasimos
Jerry A. Gianakis, Colleen Fisher, Linda Schrader, Wendy Hicks, Joseph Nichols, John
C. Thomas, Steven Rogg, and Mark Hopper. A large number of evaluators provided us
with invaluable comments about their own work that they believe will be helpful for the
reader; this interaction has enriched our relationships with them and allowed us to offer a
broad base of wisdom in this book. Finally, we wish to thank our friends and families for
their support as we engaged in preparing to write this bookboth over our lifetimes and
during the period of time in which the writing actually occurred.
Brief Contents
LIST OF ABBREVIATIONS
xvii
PART I
THE LANDSCAPE OF EVALUATION
CHAPTER ONE
Introduction to Evaluation: Defining Terms
and Ethical Considerations
CHAPTER TWO
Framing Evaluation: Paradigms, Branches, and Theories
3
35
PART II
HISTORICAL AND CONTEMPORARY EVALUATION
PARADIGMS, BRANCHES, THEORIES, AND APPROACHES
CHAPTER THREE
The Postpositivist Paradigm and the Methods Branch
CHAPTER FOUR
The Pragmatic Paradigm and the Use Branch
CHAPTER FIVE
The Constructivist Paradigm and the Values Branch
CHAPTER SIX
The Transformative Paradigm and
the Social Justice Branch
55
85
129
157
PART III
PLANNING EVALUATIONS
CHAPTER SEVEN
Working with Stakeholders:
Establishing the Context and the Evaluand
CHAPTER EIGHT
Evaluation Purposes, Types, and Questions
CHAPTER NINE
Evaluation Designs
209
245
287
ix
x
Brief Contents
CHAPTER TEN
CHAPTER ELEVEN
CHAPTER TWELVE
Data Collection Strategies and Indicators
Stakeholders, Participants, and Sampling
Data Analysis and Interpretation
335
395
425
PART IV
IMPLEMENTATION IN EVALUATION: COMMUNICATION
AND UTILIZATION OF FINDINGS, MANAGEMENT,
META-EVALUATION, AND CHALLENGES
CHAPTER THIRTEEN
CHAPTER FOURTEEN
CHAPTER FIFTEEN
Communication and Utilization of Findings
Meta-Evaluation and Project Management
Perennial and Emerging Issues in Evaluation
461
497
523
GLOSSARY
543
REFERENCES
551
AUTHOR INDEX
583
SUBJECT INDEX
593
ABOUT THE AUTHORS
620
Extended Contents
xvii
LIST OF ABBREVIATIONS
PART I
THE LANDSCAPE OF EVALUATION
CHAPTER ONE
1
Introduction to Evaluation: Defining Terms
and Ethical Considerations
Looking at the World through the Eyes of an Evaluator
Definitions in Evaluation
5
BOX 1.1. De?nitions in Evaluation
5
3
BOX 1.2. Merit, Worth, and Values: Houses Views
Distinguishing Research and Evaluation
Evaluation Terms
13
3
8
11
BOX 1.3. De?nitions and Examples of Evaluation Terms
14
Scale as a Dimension of Relevance in Evaluations
The U.S. Government and Evaluation
19
International Development and Evaluation
19
13
BOX 1.4. Examples of Evaluands
17
20
BOX 1.5. The Sustainable Development Goals of the United Nations
Brief Historical Overview of Evaluation
23
Evaluation Standards and Ethical Guidelines
25
BOX 1.6. A Summary of The Program Evaluation Standards
CHAPTER TWO
26
Framing Evaluation: Paradigms, Branches, and Theories
Paradigms and Theories
Paradigms
38
36
BOX 2.1. Four Sets of Philosophical Assumptions in Paradigms
Evaluation Theory
39
Models and Approaches
35
38
40
BOX 2.2. Major Paradigms in Evaluation
42
Social Science Theory
42
Program Theory
43
Evaluators Roles
44
xi
xii
Extended Contents
PART II
HISTORICAL AND CONTEMPORARY EVALUATION
PARADIGMS, BRANCHES, THEORIES, AND APPROACHES
CHAPTER THREE
The Postpositivist Paradigm and the Methods Branch
The Postpositivist Paradigm
Methods Branch Theorists
55
55
58
BOX 3.1. Resources for Evaluating Training Programs
Theory to Practice
53
61
62
63
BOX 3.2. Definitions for Experimental and Quasi-Experimental Evaluations
BOX 3.3. Sample Study with an Experimental (Randomized Control) Design:
65
The Youth Mentoring Study
BOX 3.4. Sample Study with a Quasi-Experimental Design: The Boot Camp Study
BOX 3.5. Sample Study Using Theory-Based Evaluation: The Quality-of-Life Study
BOX 3.6. Kirkpatricks Model of Evaluation
78
BOX 3.7. Training Evaluation of School Leadership Using Kirkpatricks Model
Critiques of the Methods Branch
80
Your Evaluation Plan: Your Philosophical Stance
CHAPTER FOUR
70
73
78
82
The Pragmatic Paradigm and the Use Branch
85
The Pragmatic Paradigm
85
Use Branch Theorists
88
Theory to Practice
93
93
BOX 4.1. An Explanation of the CIPP Model
94
BOX 4.2. Context Evaluation
BOX 4.3. Sample CIPP Study: The Hawaiian Housing Study
95
99
BOX 4.4. Input Evaluation
101
BOX 4.5. Process Evaluation
BOX 4.6. Product or Impact Evaluation
103
BOX 4.7. Sample UFE Study: The Condoms on the Waterfront Study
BOX 4.8. An Example of the Need for Evaluation
Developmental Evaluation
106
109
110
BOX 4.9. Sample Developmental Evaluation Study: Preservice Teachers Learn
about Assessment
111
BOX 4.10. Sample Learning Organization Evaluation Study: The School Reform Study
114
BOX 4.11. Sample Empowerment Evaluation Study: Providing Support Services
to Youth
117
BOX 4.12. Sample Practical Participatory Evaluation Study: The Disability
Rehabilitation Study
121
Critiques of the Use Branch
125
Your Evaluation Plan: Your Philosophical Stance
CHAPTER FIVE
126
The Constructivist Paradigm and the Values Branch
The Constructivist Paradigm
130
Values Branch Theorists
133
Theory to Practice
136
BOX 5.1. Sample Goal-Free Evaluation Study: The Hawaiian Housing Study
BOX 5.2. Sample Case Study: The Los Angeles School Achievement Study
BOX 5.3. Sample Connoisseurship Evaluation Sample Study: The Imagination
and Creativity Study
143
137
139
129
Extended Contents
BOX 5.4. Sample Responsive Evaluation Study: The Dance Injury Prevention Study
CHAPTER SIX
154
The Transformative Paradigm and
the Social Justice Branch
The Transformative Paradigm
157
158
161
BOX 6.1. A Hypothetical Example of a Transformative Evaluation
BOX 6.2. Diversity in Higher Education
Social Justice Branch Theorists
167
168
BOX 6.3. Social Justice Branch Theorists
Theory to Practice
146
151
BOX 5.5. Sample of Collaborative Evaluation Study: Memory Clinic
Desk Review
153
Your Evaluation Plan: Your Philosophical Stance
xiii
169
175
176
BOX 6.4. Sample DDE Study: The Denver Bilingual Program Study
180
BOX 6.5. CLE Study: The Bosnia-Herzegovina Poverty Reduction Study
BOX 6.6. Sample Indigenous Evaluation Study: The Study of the Mental Health Services
184
in Indian Country
187
BOX 6.7. Sample of CRE Study: Parental Engagement in Schools
BOX 6.8. Sample Disability- and Deaf-Rights-Based Evaluation: The Study of Teacher
Preparation in Deaf Education at Gallaudet University
190
BOX 6.9. Sample Feminist Evaluation Study: Adolescents Who Experienced
Sexual Assault
193
BOX 6.10. Sample Transformative Study: The African Study of Breast Feeding
to Prevent HIV/AIDS
196
BOX 6.11. Sample of Principles-Based Evaluation Study: A Collaborative
200
to Support Homeless Youth
Your Evaluation Plan: Your Philosophical Stance
203
PART III
PLANNING EVALUATIONS
CHAPTER SEVEN
205
Working with Stakeholders:
Establishin…
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