CREA 2017 Schedule and Early Registration

Early Registration Deadline August 25, 2017!!!

https://crea.education.illinois.edu/home/crea-conference-2017

CREA 2017 4th International Conference

September 27-29, 2017

Update

We are delighted to provide you with this preview of the detailed CREA 2017 conference schedule at: https://crea.education.illinois.edu/home/crea-conference-2017/conference-schedule.

As previously noted there will be keynote and plenary addresses by our internationally recognized scholars that include Drs. Gloria Ladson-Billings (University of Wisconsin-Madison),  Ernest House (Professor Emeritus, University of Colorado-Boulder), Teresa LaFromboise (Stanford University), Robin Miller (Michigan State University, and Guillermo Solano-Flores (Stanford University) (https://crea.education.illinois.edu/home/crea-conference-2017/keynote-speakers). Additionally, six pre-conference workshops (September 26) on major topics in culturally responsive evaluation and assessment will be provided by a stellar group of scholars and practitioners (https://crea.education.illinois.edu/home/crea-conference-2017/pre-conference-workshops).

Finally, we are anxiously looking forward to the American Evaluation Association’s live and webcast Dialogue on Race and Class that will be held on September 28 at the conference with panelists: Joan LaFrance, Owner of Mekinak Consulting and enrolled Citizen of the Turtle Mountain Band of Chippewa, Belcourt North Dakota; Amanda Lewis, Professor of African American Studies at the University of Illinois, Chicago; Alden Loury, Director of Research and Evaluation, Metropolitan Planning Commission; Robin Lin Miller, Professor of Ecological – Community Psychology at Michigan State University; Susan Smith Richardson, Editor and Publisher, The Chicago Reporter; and Susana Vasquez, Vice President of Strategic Partnerships; https://crea.education.illinois.edu/home/crea-conference-2017/aea-race-and-class-dialogue

Abbreviated list of confirmed conference program participants:

James D. Anderson, University of Illinois at Urbana-Champaign

Sharon Nelson Barber, WestEd

Katrina Bledsoe, EDC (Education Development Center)

Peggy Carr, National Center for Education Statistics, U.S. Department of Education

Henry Frierson, University of Florida

Leslie Goodyear EDC (Education Development Center)

Edmund W. Gordon, (Prof. Emeritus), Yale University and Teachers College, Columbia University

Drew Gitomer, Rutgers University

Jennifer Greene, University of Illinois at Urbana-Champaign

Melvin Hall, Northern Arizona University

Rodney Hopson, George Mason University

Karen Kirkhart, Syracuse University

Donna Mertens, (Prof. Emeritus), Gallaudet University

Kathryn Newcomer, George Washington University

Joe O’Hara, Dublin City University, Dublin, Ireland

Lynda Pura-Watson Education Review Office, Wellington New Zealand

Claudia Rankins, National Science Foundation

Katherine Ryan, (Prof. Emeritus) University of Illinois at Urbana-Champaign

Hazel Symonette, University of Wisconsin-Madison

Katherine Tibbetts, Liliʻuokalani Trust (Honolulu HI)

New Mexico Evaluators – Events

    • 11 Sep 2017
    • 5:30 PM
    • Hotel Parq Central Rooftop Apothecary


    Please join us September 11th at 5:30pm on the rooftop of the beautiful Hotel Parq Central to kick off the Conference and meet all our presenters, including Dr. Stafford Hood, our keynote presenter, over snacks and drinks. Cash bar available.

    For directions see www.hotelparqcentral.com.

    To register for the full day conference September 12, go to NM Evaluators 2017 Annual Conference

    For hotel rates to stay at the beautiful Hotel Parq Central, see: Parq Central NM Evaluators Conference Rate.pdf

    • 12 Sep 2017
    • 8:30 AM – 5:00 PM
    • State Bar of New Mexico

    The conference will feature a keynote presentation by Dr. Stafford Hood titled, The Journey of One Aspiring Culturally Responsive Evaluator and Lessons Learned Along the Way: A Welcomed Return to New Mexico. The conference will also feature a series of sessions related to Social Justice and Evaluation with amazing speakers who include: 

    • Claudia Isaac
    • Jessica Goodkind
    • Kathy Isaacson
    The conference will take place at the State Bar of New Mexico and will include breakfast, lunch and snacks.
     
    Register soon as space is limited! Deadline to register is September 4th.
    Meet the Presenters Reception
     
    We will be hosting a special reception on the rooftop of the beautiful Parc Central Hotel the evening before the conference to allow attendees to get to know the presenters, including our keynote presenter, Dr. Stafford Hood. 
     
    Register for the reception separately at: Meet the Presenters Reception

    Hotel Accommodations

    Conference attendees can stay at the Hotel Parq Central for $128/night. All Hotel Parq Central guest room rates include a complimentary upscale continental breakfast, shuttle transportation to and from the airport and within a 3-mile radius, on-site parking and complimentary internet access. Go to Parq Central NM Evaluators Conference Rate.pdf for details.

    Student Poster Session

    Students are eligible to submit new or previously presented posters during the conference’s student poster session to be held after lunch on the day of the conference. If you would like to present a poster, you will be asked for a title (or tentative title) during registration.

    About Dr. Stafford Hood

    Stafford Hood is the Sheila M. Miller Professor of Education and Founding Director of the Center for Culturally Responsive Evaluation and Assessment (http://crea.education.illinois.edu) in the College of Education at the University of Illinois at Urbana-Champaign where he also holds appointments as Professor of Curriculum & Instruction and Educational Psychology. He has also served as the Associate Dean for Research and Research Education in the College of Education and Head of the Department of Curriculum and Instruction. Previously he served as Associate Dean for Research and Professor of Psychology in Education in the College of Education at Arizona State University.

    Dr. Hood’s recent scholarly publications have primarily focused on culturally responsive evaluation, African American evaluators during the Pre-Brown v. Board of Education period, and the importance of culture/cultural context in program evaluation.  He has served as a program evaluation and testing consultant to the federal government, state governments, local school districts, universities, and private foundations as well as internationally in New Zealand and Ireland. He was inducted as a 2016 Fellow of the American Educational Research Association, received the American Evaluation Association’s 2015 Paul F. Lazarsfeld Evaluation Theory Award and in 2014 an honorary appointment as Adjunct Professor in the School of Education Studies at Dublin City University (Dublin Ireland).

Dr. Stafford Hood Bio Page

Dr. Stafford Hood, PhD.

Key Scientific Staff for Bowman Performance Consulting, LLC

Dr. Hood’s research has influenced the field of culturally responsive evaluation (CRE) in education by extending the logic of cultural responsiveness from pedagogy and educational assessment to evaluation. His work provided the historical framework that created a bridge between culturally responsive assessments to culturally responsive evaluations. The field of CRE has been influenced by Dr. Hood’s funded research, his professional collaborations, and his written work, all of which have guided the writings of numerous authors within the American Evaluation Association. The work of Hood and his collaborators has refined the conceptualization and applications of CRE, helping expand the field. Dr. Hood’s recent scholarly publications have primarily focused on the importance of culture/cultural context in program evaluation, educational assessment, and computer-based instruction and assessment. He has also served as a program evaluation and testing consultant for the federal government, state departments of education, school districts, universities, foundations, social service agencies, and educational laboratories both regionally and worldwide. As director of the Center for Culturally Responsive Evaluation and Assessment, Dr. Hood oversees an interdisciplinary initiative that brings together researchers from all over the world to address the growing need for policy-relevant studies that are culturally and contextually defensible.

Calling all Readers!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

new book pic

“Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.

The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.

CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

CONTENTS
Introduction: This Is Where We Continue to Stand, Stafford Hood, Rodney Hopson, and Henry Frierson. SECTION I: CRE THEORETICAL AND HISTORICAL LEGACIES AND EXTENSIONS. Culturally Responsive Theory-Driven Evaluation, Katrina L. Bledsoe and Stewart I. Donaldson. A Systems Approach to Culturally Responsive Evaluation Practice: Culturally Responsive Uses of the Systems Evaluation Protocol (SEP), Wanda D. Casillas and William M. Trochim. Cultural Views of Validity: A Conversation, Joan LaFrance, Karen E. Kirkhart, and Richard Nichols. An Analysis of Love My Children: Rose Butler Browne’s Contributions to Culturally Responsive Evaluation, Pamela Frazier-Anderson and Tamara Bertrand Jones. SECTION II: EVALUATORS’ JOURNEYS OF INTROSPECTION AND SELF-EXPLORATION. Culture and Evaluation: From a Transcultural Belvedere, Jennifer C. Greene. Culturally Responsive Evaluation as a Resource for Helpful-Help, Hazel Symonette. Peeling Open the Kiwi: Reterritorializing (Pākehā/White) Evaluation in Aotearoa New Zealand, Rae Torrie, Mathea Roorda, Robin Peace, Mark Dalgety, and Robyn Bailey. Beginning a Conversation About Spirituality in Māori and Pasifika Evaluation, Vivienne Kennedy, Fiona Cram, Kirimatao Paipa, Kataraina Pipi, Maria Baker, Laurie Porima, Pale Sauni and Clark Tuagalu. Cultural Reactivity vs. Cultural Responsiveness: Addressing Macro Issues Starting With Micro Changes in Evaluation, Dominica McBride. SECTION III: APPLICATIONS OF CRE IN GLOBAL AND INDIGENOUS SCHOOL CONTEXTS. Culture Changes, Irish Evaluation and Assessment Traditions Stay the Same? Exploring Peer- and Self-Assessment as a Means of Empowering Ethnic Minority Students, Joe O’Hara, Gerry McNamara, Kathy Harrison. Implementing Culturally Sensitive Assessment Tools for the Inclusion Of Roma Children in Mainstream Schools,S. Mitakidou, E. Tressou, and P. Karagianni. Evaluating Alch’i’ni Ba/For the Children: The Troubled Cultural Work of an Indigenous Teacher Education Project, Carolyne J. White and Guy Senese. SECTION IV: CLAIMING NEW TERRITORIES OF CRE: CULTURALLY SPECIFIC METHODS, APPROACHES, AND ECOLOGIES. A Transformative Framework for Culturally Responsive Evaluation, Donna M. Mertens and Heather Zimmerman. Being Culturally Responsive Through Kaupapa Māori Evaluation, Fiona Cram, Vivienne Kennedy, Kirimatao Paipa, Kataraina Pipi, and Nan Wehipeihana. Culturally Responsive Methods for Family Centered Evaluation, Kirimatao Paipa, Fiona Cram, Vivienne Kennedy, and Kataraina Pipi. Culturally Responsive Indigenous Evaluation: A Practical Approach for Evaluating Indigenous Projects in Tribal Reservation Contexts, Nicole R. Bowman, Carolee Dodge Francis, and Monique Tyndall. Partnering with Pacific Communities to Ground Evaluation in Local Culture and Context: Promises and Challenges, Joan LaFrance, Sharon Nelson-Barber, Elizabeth D. Rechebei, and Janet Gordon.Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation, Stafford Hood, Rodney Hopson, and Henry Frierson.”

http://www.infoagepub.com/products/Continuing-the-Journey-to-Reposition-Culture-and-Cultural-Context-in-Evaluation-Theory-and-Practice

Continue the Journey with this Book!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

A Chapter A Day…

new book picWhat’s your reading goal? A chapter a day will keep you informed, interested, and interesting! Be sure to pick up this book with a chapter by Dr. Nicole Bowman!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

 

Add this to your Reading List!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

new book pic

“Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.

The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.

CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

CONTENTS
Introduction: This Is Where We Continue to Stand, Stafford Hood, Rodney Hopson, and Henry Frierson. SECTION I: CRE THEORETICAL AND HISTORICAL LEGACIES AND EXTENSIONS. Culturally Responsive Theory-Driven Evaluation, Katrina L. Bledsoe and Stewart I. Donaldson. A Systems Approach to Culturally Responsive Evaluation Practice: Culturally Responsive Uses of the Systems Evaluation Protocol (SEP), Wanda D. Casillas and William M. Trochim. Cultural Views of Validity: A Conversation, Joan LaFrance, Karen E. Kirkhart, and Richard Nichols. An Analysis of Love My Children: Rose Butler Browne’s Contributions to Culturally Responsive Evaluation, Pamela Frazier-Anderson and Tamara Bertrand Jones. SECTION II: EVALUATORS’ JOURNEYS OF INTROSPECTION AND SELF-EXPLORATION. Culture and Evaluation: From a Transcultural Belvedere, Jennifer C. Greene. Culturally Responsive Evaluation as a Resource for Helpful-Help, Hazel Symonette. Peeling Open the Kiwi: Reterritorializing (Pākehā/White) Evaluation in Aotearoa New Zealand, Rae Torrie, Mathea Roorda, Robin Peace, Mark Dalgety, and Robyn Bailey. Beginning a Conversation About Spirituality in Māori and Pasifika Evaluation, Vivienne Kennedy, Fiona Cram, Kirimatao Paipa, Kataraina Pipi, Maria Baker, Laurie Porima, Pale Sauni and Clark Tuagalu. Cultural Reactivity vs. Cultural Responsiveness: Addressing Macro Issues Starting With Micro Changes in Evaluation, Dominica McBride. SECTION III: APPLICATIONS OF CRE IN GLOBAL AND INDIGENOUS SCHOOL CONTEXTS. Culture Changes, Irish Evaluation and Assessment Traditions Stay the Same? Exploring Peer- and Self-Assessment as a Means of Empowering Ethnic Minority Students, Joe O’Hara, Gerry McNamara, Kathy Harrison. Implementing Culturally Sensitive Assessment Tools for the Inclusion Of Roma Children in Mainstream Schools,S. Mitakidou, E. Tressou, and P. Karagianni. Evaluating Alch’i’ni Ba/For the Children: The Troubled Cultural Work of an Indigenous Teacher Education Project, Carolyne J. White and Guy Senese. SECTION IV: CLAIMING NEW TERRITORIES OF CRE: CULTURALLY SPECIFIC METHODS, APPROACHES, AND ECOLOGIES. A Transformative Framework for Culturally Responsive Evaluation, Donna M. Mertens and Heather Zimmerman. Being Culturally Responsive Through Kaupapa Māori Evaluation, Fiona Cram, Vivienne Kennedy, Kirimatao Paipa, Kataraina Pipi, and Nan Wehipeihana. Culturally Responsive Methods for Family Centered Evaluation, Kirimatao Paipa, Fiona Cram, Vivienne Kennedy, and Kataraina Pipi. Culturally Responsive Indigenous Evaluation: A Practical Approach for Evaluating Indigenous Projects in Tribal Reservation Contexts, Nicole R. Bowman, Carolee Dodge Francis, and Monique Tyndall. Partnering with Pacific Communities to Ground Evaluation in Local Culture and Context: Promises and Challenges, Joan LaFrance, Sharon Nelson-Barber, Elizabeth D. Rechebei, and Janet Gordon.Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation, Stafford Hood, Rodney Hopson, and Henry Frierson.”

http://www.infoagepub.com/products/Continuing-the-Journey-to-Reposition-Culture-and-Cultural-Context-in-Evaluation-Theory-and-Practice

Pick up this Evaluation Book with a Chapter by Dr. Bowman!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

new book pic

“Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.

The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.

CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

CONTENTS
Introduction: This Is Where We Continue to Stand, Stafford Hood, Rodney Hopson, and Henry Frierson. SECTION I: CRE THEORETICAL AND HISTORICAL LEGACIES AND EXTENSIONS. Culturally Responsive Theory-Driven Evaluation, Katrina L. Bledsoe and Stewart I. Donaldson. A Systems Approach to Culturally Responsive Evaluation Practice: Culturally Responsive Uses of the Systems Evaluation Protocol (SEP), Wanda D. Casillas and William M. Trochim. Cultural Views of Validity: A Conversation, Joan LaFrance, Karen E. Kirkhart, and Richard Nichols. An Analysis of Love My Children: Rose Butler Browne’s Contributions to Culturally Responsive Evaluation, Pamela Frazier-Anderson and Tamara Bertrand Jones. SECTION II: EVALUATORS’ JOURNEYS OF INTROSPECTION AND SELF-EXPLORATION. Culture and Evaluation: From a Transcultural Belvedere, Jennifer C. Greene. Culturally Responsive Evaluation as a Resource for Helpful-Help, Hazel Symonette. Peeling Open the Kiwi: Reterritorializing (Pākehā/White) Evaluation in Aotearoa New Zealand, Rae Torrie, Mathea Roorda, Robin Peace, Mark Dalgety, and Robyn Bailey. Beginning a Conversation About Spirituality in Māori and Pasifika Evaluation, Vivienne Kennedy, Fiona Cram, Kirimatao Paipa, Kataraina Pipi, Maria Baker, Laurie Porima, Pale Sauni and Clark Tuagalu. Cultural Reactivity vs. Cultural Responsiveness: Addressing Macro Issues Starting With Micro Changes in Evaluation, Dominica McBride. SECTION III: APPLICATIONS OF CRE IN GLOBAL AND INDIGENOUS SCHOOL CONTEXTS. Culture Changes, Irish Evaluation and Assessment Traditions Stay the Same? Exploring Peer- and Self-Assessment as a Means of Empowering Ethnic Minority Students, Joe O’Hara, Gerry McNamara, Kathy Harrison. Implementing Culturally Sensitive Assessment Tools for the Inclusion Of Roma Children in Mainstream Schools,S. Mitakidou, E. Tressou, and P. Karagianni. Evaluating Alch’i’ni Ba/For the Children: The Troubled Cultural Work of an Indigenous Teacher Education Project, Carolyne J. White and Guy Senese. SECTION IV: CLAIMING NEW TERRITORIES OF CRE: CULTURALLY SPECIFIC METHODS, APPROACHES, AND ECOLOGIES. A Transformative Framework for Culturally Responsive Evaluation, Donna M. Mertens and Heather Zimmerman. Being Culturally Responsive Through Kaupapa Māori Evaluation, Fiona Cram, Vivienne Kennedy, Kirimatao Paipa, Kataraina Pipi, and Nan Wehipeihana. Culturally Responsive Methods for Family Centered Evaluation, Kirimatao Paipa, Fiona Cram, Vivienne Kennedy, and Kataraina Pipi. Culturally Responsive Indigenous Evaluation: A Practical Approach for Evaluating Indigenous Projects in Tribal Reservation Contexts, Nicole R. Bowman, Carolee Dodge Francis, and Monique Tyndall. Partnering with Pacific Communities to Ground Evaluation in Local Culture and Context: Promises and Challenges, Joan LaFrance, Sharon Nelson-Barber, Elizabeth D. Rechebei, and Janet Gordon.Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation, Stafford Hood, Rodney Hopson, and Henry Frierson.”

http://www.infoagepub.com/products/Continuing-the-Journey-to-Reposition-Culture-and-Cultural-Context-in-Evaluation-Theory-and-Practice

Evaluation Book Reviewed by Teachers College Record

new book picA review of Dr. Stafford’s book with a chapter by Dr. Bowman, Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice, was published in the prestigious Teachers College Record.

Teachers College Record, Date Published: June 22, 2016
http://www.tcrecord.org ID Number: 21288, Date Accessed: 7/1/2016 9:06:14 AM

http://www.tcrecord.org/Content.asp?ContentID=21288

Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice

reviewed by Dhani Shah — June 22, 2016

Title: Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice
Author(s): Stafford Hood, Rodney Hopson & Henry Frierson
Publisher: Information Age Publishing, Charlotte
ISBN: 1623969352, Pages: 404, Year: 2014
Search for book at Amazon.com

Stafford Hood, Rodney Hopson, and Henry Frierson’s edited book, Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice, advocates that cultural, racial, and ethnic diversity is one of the most salient features of contemporary society. Hence, they believe it is the right time for Culturally Responsive Evaluation (CRE), “evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity that are actively responsive to culturally diverse communities and their academic performance goals” (p. xiii). The focus of CRE is studying the context, history, and culture of an evaluated program and its participants and includes Indigenous communities in decision making throughout the evaluation. Thus, CRE is a theoretical, conceptual, and inherently political evaluation model that brings culture to the forefront in evaluation theory and practice. CRE emphasizes evaluation practice, which aims to achieve social justice and “address human bias through inclusion, relationships, and an orientation to context” (p. 180). Generally, human bias is based on our values, relationships, decisions, context, and culture and it can undermine the validity of evaluation processes. CRE keeps in mind the cultural beliefs, practices, norms, and values of any specific culture in which an evaluation is being implemented.

This book is an extension of introductory work on CRE. Back in 2005, the same three editors (Hood, Hopson, and Frierson) published a book titled, The Role of Culture and Cultural Context: A Mandate for Inclusion, the Discovery of Truth, and Understanding in Evaluative Theory and Practice (2005). In the initial version of this book the authors had “reflected the rapidly emerging and frequently contentious discourse on this topic (Culturally Responsive Evaluation) during the early years of this new millennium” (Hood, Hopson, & Frierson, 2015, p. xi).

Continuing the Journey to Reposition Culture is organized into five distinct sections including: a) “CRE Theoretical and Historical Legacies and Extensions,” b) “Evaluators’ Journeys of Introspection and Self-Exploration,” c) “Applications of CRE in Global and Indigenous School Contexts,” d) “Claiming New Territories of CRE: Culturally Specific Methods, Approaches, and Ecologies,” and e) “Epilogue.” In total, 50 experienced contributors have authored 17 chapters within these five book sections. This review treats this text holistically.

The initial chapters are devoted to setting the background for the CRE model which comprises understanding program context, engaging stakeholders, identifying the purpose(s) of evaluation, framing evaluation questions, designing an evaluation, selecting instruments, and collecting, analyzing, and interpreting data. Extending this discussion, the book deliberates the need for a systems approach to CRE practices and suggests using a system evaluation protocol (SEP) framework. System evaluation “refers to the assessment of functions, products, outcomes, and impacts of a system (set of programs, activities, or interventions)” (Trochim et al., 2012, p. 1).

After setting the stage for CRE, the book discusses the concept of validity in CRE; describing that historically validity is defined by dominant groups and has remained a powerful tool for establishing their legitimization. However, as per the Indigenous Evaluation Framework (IEF), validity does not necessarily have the same meaning across different cultural contexts. The authors in Chapter Three argue that although culture-free assessment has long been abandoned, “meaningful inclusion of culture in validation has not consistently followed” (p. 51).

The book includes a thorough discussion about different CRE methods, strategies, and frameworks by giving several examples of evaluation studies in different Indigenous cultural communities across the world. The book dedicates five chapters to CRE practices for MāoriIndigenous communities in Antearoa, New Zealand. The chapter authors also reflect on how a replication of these practices can be conducted for Indigenous communities in the U.S. and elsewhere. These chapters state that engagement and relationship-building rituals have a prime importance in Māori culture and are “grounded in relational trust and acceptance” (p. 95). Therefore, developmental evaluation practice, which is based on the respect of local cultures, their voices, and acknowledgement of cultural strengths, is a favored approach for the evaluation of Māori projects.

Furthermore, the book depicts the Kaupapa Māori (Māori way) paradigm. “Kaupapa Māori evaluation is an assertion of the right of Māori to conduct culturally responsive evaluations that are by, with and for Māori (p. 296). Likewise, Kaupapa Māori relates to a worldview that the Māori people bring to evaluation; it is prescribed in their cultural terms and supports Māori development, societal transformation, and decolonization. Māori evaluators typically have different axiological, ontological, and epistemological foundations than western-oriented evaluators.

In Chapter Ten, authors O’Hara, McNamara, and Harrison share that CRE also has implications for educational assessment methods. Their discussion starts with a study aimed at investigating educational assessment in a multicultural Irish society. The traditional evaluation practices in Irish schools are based on an inflexible model that is exclusive of CRE practices. Irish teachers consider the traditional assessment neither culturally responsive nor sensitive. They share that they are trained as teachers to push students through a public end-of-schooling examination that is predominantly Irish and relates to Irish culture. Every child is assessed on the same model even if he or she comes from a different culture. Therefore, the assessment is not based on the principles of multiculturalism and the Irish system would not serve ethnic minorities in the country very well.

This book is a very serious effort at advocating for the importance, understanding, and application of CRE. Different case studies, descriptions of several projects and programs in several Indigenous communities of New Zealand, the U.S. and other global contexts explain that CRE is one vehicle by which to conduct culture- and context-friendly evaluation practices. The book contains notes and a glossary at the end of several chapters to help the reader understand the context but it does not contain any corresponding exercises.

Continuing the Journey to Reposition Culture and Cultural Context is written using technical and theoretical language and may pose challenges for some readers. Nevertheless, the book is a great in-depth resource for researchers, evaluators, practitioners, students, and teachers who are engaged in anthropological and ethnographic teaching, research, and evaluation. It systematically advocates the case for CRE, its framework, importance, relevance, and applicability in a culturally diverse world.

Reference

Hood, S., Hopson, R., & Frierson, H. (2005). The role of culture and cultural context: A mandate for inclusion, the discovery of truth, and understanding in evaluative theory and practice. Charlotte, NC: Information Age Publishing.

Trochim, W., Urban, J. B., Hargraves, M., Hebbard, C., Buckley, J., Archibald, T., Johnson, M.,

& Burgermaster, M. (2012). The guide to the systems evaluation protocol. Ithaca, NY: Cornell Digital Print Services.

Dr. Nicky to be Keynote Discussant at EERS!

 

dr nicole bowman dr stafford hoodDr. Nicole Bowman was just named the keynote discussant at EERS and Dr. Stafford Hood is the keynoter.

The Eastern Evaluation Research Society will hold its 39th annual conference Sunday, May 1st through Tuesday, May 3rd at the Seaview Resort and Spa in Galloway, NJ.

Register now for the best rates at
http://cts.vresp.com/c/?EasternEvaluationRes/8dd7555d82/536747a440/81fb258e46

This year’s theme is Improving Outcomes, Building Knowledge:
Finding What Works. The keynote speaker will be John Gargani, President, Gargani + Company and current AEA President.

Pre-conference workshops will be led by:

1. Mustafa Karakus, Westat, Concepts in Economic Evaluations:
Cost-Benefit and Cost-Effectiveness Analyses and 2. Tom Archibald, Virginia Tech, Evaluative Thinking: Principles and Practices to Enhance Evaluation Capacity and Quality.

A Sunday evening interactive and networking session will be led by Kirk Knestis of Hezel Associates.

According to EERS president Cheryl Ackerman, “This year’s EERS program, with an increased number of skill building sessions, outstanding keynote and plenary speakers, relevant presentations, and an intimate setting with many networking opportunities, will be a professional development opportunity not to be missed for every level of evaluator!”

Early bird rates continue through March 31st. For more information, go to the EERS website.

http://cts.vresp.com/c/?EasternEvaluationRes/8dd7555d82/536747a440/bb3d586dc3