PROGRAM EVALUATION WITHOUT A CLIENT: THE CASE OF THE DISAPPEARING INTENDED USERS

Abstract: Evaluators know they are supposed to identify and engage with stakeholders. What happens when the client has a very narrow concept of the meaning of evaluation? What happens when the primary stakeholders, including the client, disappear just as the evaluation gets started? First, it is important to acknowledge the challenge, then develop a strategy to negotiate the scope of the evaluation and to broaden the community of stakeholders. Divergent pathways are explored to facilitate use of the evaluation findings in such settings

Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education

This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are contributors to this volume. The appendix includes the AEA Standards for Evaluation. (Contains 10 tables, 2 figures, 30 footnotes, and resources for additional reading.) This is a proceedings document from the 2007 VSA arts Research Symposium that preceded the American Evaluation Association's (AEA) annual meeting in Baltimore, MD

Identification and Differentiation of the Twenty Six Bluetongue Virus Serotypes by RT–PCR Amplification of the Serotype-Specific Genome Segment 2

Bluetongue (BT) is an arthropod-borne viral disease, which primarily affects ruminants in tropical and temperate regions of the world. Twenty six bluetongue virus (BTV) serotypes have been recognised worldwide, including nine from Europe and fifteen in the United States. Identification of BTV serotype is important for vaccination programmes and for BTV epidemiology studies. Traditional typing methods (virus isolation and serum or virus neutralisation tests (SNT or VNT)) are slow (taking weeks, depend on availability of reference virus-strains or antisera) and can be inconclusive. Nucleotide sequence analyses and phylogenetic comparisons of genome segment 2 (Seg-2) encoding BTV outer-capsid protein VP2 (the primary determinant of virus serotype) were completed for reference strains of BTV-1 to 26, as well as multiple additional isolates from different geographic and temporal origins. The resulting Seg-2 database has been used to develop rapid (within 24 h) and reliable RT–PCR-based typing assays for each BTV type. Multiple primer-pairs (at least three designed for each serotype) were widely tested, providing an initial identification of serotype by amplification of a cDNA product of the expected size. Serotype was confirmed by sequencing of the cDNA amplicons and phylogenetic comparisons to previously characterised reference strains. The results from RT-PCR and sequencing were in perfect agreement with VNT for reference strains of all 26 BTV serotypes, as well as the field isolates tested. The serotype-specific primers showed no cross-amplification with reference strains of the remaining 25 serotypes, or multiple other isolates of the more closely related heterologous BTV types. The primers and RT–PCR assays developed in this study provide a rapid, sensitive and reliable method for the identification and differentiation of the twenty-six BTV serotypes, and will be updated periodically to maintain their relevance to current BTV distribution and epidemiology (http://www.reoviridae.org/dsRNA_virus_proteins/ReoID/rt-pcr-primers.htm)

Transformative research: personal and societal

Transformative researchers have the potential to contribute to both personal and societal transformation. In this article, I argue that the two are intertwined and that personal transformation is a necessary component of research that is designed to support change at the societal level in the form of furthering human rights and social justice. I describe a transformative framework that examines assumptions related to ethics, the nature of reality, epistemology, and methodology that can guide researchers who choose to address both the personal and societal levels of transformation. Ethically, researchers need to examine who they are and who they are in relation to the community in which they are working. This process goes beyond self-examination to a critical analysis of the cultural blinders that might obscure our ability to contribute to positive impacts. I put forth the hypothesis that if we design our research so that it explicitly addresses issues of discrimination and oppression that the probability of personal and social transformation increases

Philosophical Assumptions and Program Evaluation

The transdisciplinary nature of evaluation allows its application in diverse contexts, with diverse stakeholder groups, to address diverse social problems, through the use of diverse methodologies. Given these multiple dimensions of diversity, there are also diverse sets of philosophical assumptions that underlie the choices that evaluators make regarding their methodologies. This essay explores the different philosophical framings that are guiding thinking in the evaluation community through the lens of four paradigms: postpositivist, constructivist, pragmatic, and transformative

Research and evaluation in education and psychology : integrating diversity with quantitative, qualitative, and mixed methods /

3e éditionComprend des références bibliographiques et un index

Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods

Focused on increasing the credibility of research and evaluation, the Fourth Edition of Donna M. Mertens?s comprehensive Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods incorporates the viewpoints of various research paradigms into its descriptions of these methods. Providing specific advice on conducting research in culturally complex communities, the new edition has been updated to align with the American Psychological Association and the National Council of Accreditation of Teacher Education accreditation requirements. Approximately sixty percent of the content in the Fourth Edition is new, updated with numerous contemporary examples, making this book one of the most comprehensive, accessible, and practical methods books available

Transformative research and the sustainable development goals: challenges and a vision from Bandung, West Java

The transformative research lens incorporates ideas such as consciously addressing power differences with strategies that allow for the inclusion of the voices of the full range of stakeholders, including those who are most marginalized. The goal of transformative research is to support the development of culturally responsive interventions that foster increased respect for human rights and achievement of social, economic, and environmental justice. In this article, we use a case study from Universitas Padjadjaran in Indonesia to illustrate the application of a transformative approach to research in a complex setting in which the rights of those living in poverty are not respected and economic development occurs at the expense of environmental degradation. We discuss a transformative framing for research associated with the development of interventions designed to support West Java, Indonesia in moving forward toward achieving the Sustainable Development Goals (SDGs), the goals established by the United Nations to address inequities. The road to transformation is not simple or smooth, but the combination of a transformative approach to research with the development of transformative interventions provides a hopeful pathway