Evaluation as a Democratic Process: Promoting Inclusion, Dialogue, and Deliberation. New Directions for Evaluation, Number 85. J–B PE Single Issue (Program) Evaluation - Product Image

Evaluation as a Democratic Process: Promoting Inclusion, Dialogue, and Deliberation. New Directions for Evaluation, Number 85. J–B PE Single Issue (Program) Evaluation

  • ID: 2240147
  • Book
  • 112 Pages
  • John Wiley and Sons Ltd
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Inclusive approaches to evaluation emphasizing participation and collaboration can enhance the efficiency of data collection, improve

learning, and strengthen commitment to act on results and also reflect the highest aspirations and ideals of a democratic society. The contributors to this volume use case studies to discover the lessons learned so far from successful and unsuccessful attempts to democratize evaluation. They offer ten questions to guide evaluation planning from a deliberative, democratic viewpoint, and look at a failed attempt at inclusive evaluation to analyze how deliberative intentions can be distorted. Focusing on participation, they discuss how best to use different types of dialogue to make evaluation more participatory, examine an evaluation program in a psychiatric institution to explore the challenge of employing participatory, democratic approaches in an anti–democratic environment, and more.

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Deliberative Democratic Evaluation (E. House & K. Howe).

Challenges in Practicing Deliberative Democratic Evaluation (J. Greene).

Dialogue and Reflection in a Collaborative Evaluation: Stakeholder and Evaluator Voices (R. Torres, et al.).

Democratizing Evaluation: Meanings and Methods from Practice (K. Ryan & T. Johnson).

Surfacing the Realpolitik: Democratic Evaluation in an Antidemocratic Climate (C. MacNeil).

Distangling Dialogue: Issues from Practices (K. Ryan & L. DeStefano).

Commentary on Deliberative Democratic Evaluation (S. Hood).

Deliberation, Evaluation, and Democracy (S. Mathison).

Benefits and Limitations of Deliberation (G. Henry).

A Modest Commitment to the Promotion of Democracy (R. Stake).
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KATHERINE E. RYAN is associate professor of educational psychology at the University of Illinois at Urbana–Champaign. LIZANNE DESTEFANO is associate professor of educational psychology, associate dean for research, and director of the Bureau of Educational Research at the College of Education, University of Illinois at Urbana–Champaign.
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