Building a New Generation of Culturally Responsive by Prisca M. Collins, Rodney Hopson

By Prisca M. Collins, Rodney Hopson

This factor coincides with the tenth anniversary of the yankee evaluate Association’s (AEA’s) Graduate schooling range Internship (GEDI) software. It emphasize center judgements and advancements of the GEDI software and have key members who've participated in and contributed to the improvement and implementation of this system. jointly, the chapters concentration on:

  • Factors that contributed to the layout and association of the program
  • Critical elements and elements of this system that advisor its implementation, characterised through the management education, mentorship socialization, and the sensible undertaking placements
  • Lessons realized, which demonstrate the possibilities and demanding situations of increasing pipelines and pathways of range and social justice via specialist associations.

this can be the 143rd factor within the New instructions for Evaluation sequence from Jossey-Bass. it's an reputable book of the American evaluate organization.

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Additional info for Building a New Generation of Culturally Responsive Evaluators Through AEA's Graduate Education Diversity Internship Program: New Directions for ... (J-B PE Single Issue (Program) Evaluation)

Sample text

Decolonizing evaluation in a developing world: Implications and cautions for Equity-Focused Evaluations (EFE). In M. ), Evaluation for equitable development results (pp. 59–82). New York, NY: UNICEF. House, E. (1980). Evaluation with validity. Thousand Oaks, CA: Sage. House, E. (1990). Methodology and justice. In K. ), New Directions for Program Evaluation: No. 45. Evaluation and social justice: Issues in education (pp. 23–36). San Francisco, CA: Jossey-Bass. Kirkhart, K. E. (1995). Seeking multicultural validity: A postcard from the road.

The program selected interns who were a good fit with the program goals and who could clearly articulate (in writing during the application process) how the internship would inform their academic and professional aspirations. These interns already had a passion for issues of multiculturalism and diversity; hence, the main task of the program was to guide them toward considering program evaluation as a valuable tool to add to their academic and professional portfolios. All these factors distinguish the GEDI program as a community-oriented program that is committed to empowering traditionally marginalized populations and challenging the evaluation profession to be culturally responsive.

1002/ev ENVISIONING AN EVALUATION CURRICULUM 33 there was a synergy between the two as they moved in tandem toward the common professional goal of building a more culturally responsive evaluation profession. In seminars, instructors often accompanied presentations on theoretical work with application exercises to link theory to the interns’ ongoing projects. Interns’ responses and questions revealed areas of unclarity or tension that in turn led instructors to reflect on and refine the theories.

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