Culturally Responsive Evaluation Meets Systems-Oriented Evaluation

Autor/inn/en	Thomas, Veronica G.; Parsons, Beverly A.
Titel	Culturally Responsive Evaluation Meets Systems-Oriented Evaluation
Quelle	In: American Journal of Evaluation, 38 (2017) 1, S.7-28 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214016644069
Schlagwörter	Culturally Relevant Education; Educational Practices; Evaluation Methods; Alignment (Education); Systems Approach; Evaluation Criteria; STEM Education; Change Strategies; Convergent Thinking; Integrated Activities; Guidelines + Suchen Sie Ihr Suchwort? Bildungspraxis; Systemischer Ansatz; STEM; Lösungsstrategie; Integrierender Unterricht; Richtlinien
Abstract	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 the second author has a background of attention to systems theories and their application to evaluation. Both have had their own evolution of thinking and application of their respective conceptual traditions over the last 20+ years, influenced considerably by their involvement in the American Evaluation Association. They recently worked together to build evaluation capacity among evaluators of science, technology, engineering, and mathematics (STEM) education programs, in which they explored how these two conceptual and theoretical paths connect. In this article, the authors present their current thinking about the relationship between CRE and systems-oriented evaluation. In a case example, they illustrate the value of integrating the two perspectives to determine the guiding questions for an evaluation of a STEM education project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01