Embedding Culturally Responsive Evaluation Within Implementation Science in Early Intervention

2021 ◽  
pp. 109625062110399
Author(s):  
Sarah D. Wiegand ◽  
Jennifer A. Brown
Keyword(s):  
Early Intervention ◽  
Implementation Science ◽  
Culturally Responsive ◽  
Responsive Evaluation

Looking Backward but Moving Forward

2018 ◽  
Vol 39 (4) ◽  
pp. 543-568 ◽  
Author(s):  
Waapalaneexkweew (Nicole R. Bowman-Farrell, Mohican/Lunaape)
Keyword(s):  
United States ◽  
Policy Evaluation ◽  
Culturally Responsive ◽  
The United States ◽  
Evidence Based ◽  
Western Literature ◽  
Responsive Evaluation ◽  
European Contact ◽  
Practice Gap ◽  
Origin Story

Culturally responsive evaluation and culturally responsive Indigenous evaluation (CRIE) within the broader field of evaluation are not often included in Western literature nor are they known or used by the majority of mainstream evaluators. In order to address this literature and practice gap, this article offers an overview and a broader origin story of CRIE prior to colonial or European contact in the United States and gives an overview of the historical, theoretical, and practical foundations for conducting CRIE in a contemporary evaluation context. Examples of evidence-based models, theories, and resources are provided to connect CRIE to Western evaluation designs and provide concrete strategies for the field of evaluation going forward. The article concludes with systemic and policy evaluation considerations as agencies from federal (i.e., United States), tribal, and international governments and partners from private or nonprofit sectors collaborate to carry out Indigenous evaluations in the future. Collectively this multijurisdictional, culturally responsive, and community-centered CRIE approach gives evaluators a new way to move forward.

Challenges to Evaluating Physical Activity Programs in American Indian/Alaska Native Communities

2017 ◽  
Vol 39 (2) ◽  
pp. 166-182
Author(s):  
Erica Blue Roberts ◽  
James Butler ◽  
Kerry M. Green
Keyword(s):  
Physical Activity ◽  
American Indian ◽  
Alaska Native ◽  
Culturally Responsive ◽  
Funding Agency ◽  
Native Communities ◽  
Responsive Evaluation ◽  
Obesity And Diabetes ◽  
Evaluation Staff ◽  
Depth Interviews

Despite the importance of evaluation to successful programming, a lack of physical activity program (PAP) evaluation for American Indian/Alaska Native (AI/AN) programs exists, which is significant given the high rates of obesity and diabetes in this population. While evaluation barriers have been identified broadly among AI/AN programs, challenges specific to physical activity (PA) programming are unexplored. To address this gap, a research study was conducted involving 17 in-depth interviews with evaluation staff of externally funded AI/AN PAPs. A thematic analysis revealed factors hindering meaningful program evaluation: cultural characteristics that challenge traditional evaluation, the logistics of PA programming, measurement and data collection challenges, lack of resources and support, and lack of alignment between funding agency requirements and the evaluation desired by AI/AN organizations. Some challenges are general to PAPs and others specific to AI/AN organizations. Findings identify ways to improve culturally responsive evaluation for AI/AN PAPs.

Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

2020 ◽  
Vol 41 (3) ◽  
pp. 384-403
Author(s):  
Jori N. Hall ◽  
Melissa Freeman ◽  
Soria E. Colomer
Keyword(s):  
Professional Development ◽  
Culturally Responsive ◽  
Formative Evaluation ◽  
Professional Development School ◽  
Lessons Learned ◽  
First Year ◽  
Cultural Characteristics ◽  
Missed Opportunities ◽  
Responsive Evaluation ◽  
University Partnership

While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.

Talking Circles: A Culturally Responsive Evaluation Practice

2020 ◽  
Vol 41 (3) ◽  
pp. 367-383
Author(s):  
Martha A. Brown ◽  
Sherri Di Lallo
Keyword(s):  
Culturally Responsive ◽  
Program Design ◽  
Evaluation Method ◽  
Global Evaluation ◽  
Responsive Evaluation ◽  
Evaluation Practice ◽  
Safe Spaces ◽  
Evaluation Community ◽  
Norms And Values ◽  
Talking Circles

Talking Circles are safe spaces where relationships are built, nurtured, reinforced, and sometimes healed; where norms and values are established; and where people connect intellectually, spiritually, and emotionally with other members of the Circle. The Circle can also be an evaluation method that increases voice, decreases invisibility, and does not privilege one worldview or version of reality over another. The purpose of this article is to describe how the Circle can be a culturally responsive evaluation practice for those evaluators wishing to build relationships, share power, elicit stakeholder voice, solve problems, and increase participants’ capacity for program design, implementation, and evaluation. Circles can be used by both Indigenous and non-Indigenous evaluators. By offering the global evaluation community this concrete, practical, and culturally responsive approach, we open the door so that others can build on this work and offer additional insights as this practice is used, refined, and documented.

Culturally Responsive Evaluation Meets Systems-Oriented Evaluation

2016 ◽  
Vol 38 (1) ◽  
pp. 7-28 ◽  
Author(s):  
Veronica G. Thomas ◽  
Beverly A. Parsons
Keyword(s):  
Culturally Responsive ◽  
Responsive Evaluation

Addressing Social Injustices, Displacement, and Minority Rights Through Cases of Culturally Responsive Evaluation

2011 ◽  
Vol 5 (3) ◽  
pp. 167-177 ◽  
Author(s):  
Helga Stokes ◽  
Shane S. Chaplin ◽  
Shimaa Dessouky ◽  
Liya Aklilu ◽  
Rodney K. Hopson
Keyword(s):  
Culturally Responsive ◽  
Minority Rights ◽  
Responsive Evaluation

scholarly journals Towards Implementation of an Early Intervention Model by a Paraguayan Organization

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35700 ◽  
Author(s):  
R. A. McWilliam ◽  
Pau García-Grau
Keyword(s):  
Early Intervention ◽  
Implementation Science ◽  
Intervention Program ◽  
State Of The Art ◽  
Evidence Based ◽  
Rehabilitation Center ◽  
Intervention Model ◽  
Early Intervention Program ◽  
Evidence Based Practices ◽  
Model Fidelity

Implementation science has been developed to help understand why evidence-based practices are not adopted as rapidly as they might. We describe here the process a rehabilitation center in Paraguay is undergoing to transform itself into a state-of-the-art early intervention program. We describe the organization and its contextual strengths and barriers, the model it chose to implement, and the implementation procedures it has attempted. The implications for model fidelity are highlighted, as this organization needed to make adaptations to the model as designed, to fit the particular context of its mission and the Paraguayan culture. Features of the Routines-Based Model are described.***Rumo à implementação de um modelo de intervenção precoce por uma Organização Paraguaia***A ciência da implementação foi desenvolvida para ajudar a entender as razões que levam a que as práticas baseadas na evidência não sejam adotadas pelos profissionais tão rapidamente quanto deveriam ser. Descrevemos aqui o processo de transformação que um centro de reabilitação no Paraguai está a passar se tornar num programa de intervenção precoce de última geração. Descrevemos a sua organização, os seus pontos fortes e as barreiras contextuais, o modelo que escolheu implementar e os procedimentos de implementação que utilizou. As implicações para a fidelidade do modelo são destacadas, pois a organização necessitava fazer adaptações ao modelo conforme previsto, para se ajustar ao contexto específico da sua missão e da cultura paraguaia. São descritas as características do modelo baseado nas rotinas.Palavras-chave: Ciência da implementação, centrado na família, baseada nasrotinas, funcional. 

Culturally Responsive Evaluation as a Form of Critical Qualitative Inquiry

2019 ◽  
Author(s):  
Michelle Bryan ◽  
Ashlee Lewis
Keyword(s):  
Program Evaluation ◽  
Cultural Context ◽  
Culturally Responsive ◽  
World View ◽  
Qualitative Inquiry ◽  
People Of Color ◽  
Responsive Evaluation ◽  
Shared Beliefs ◽  
Group Members ◽  
Ways Of Life

As a form of applied research, program evaluation is concerned with determining the worth, merit, or value of a program or project using various research methods. Over the past 20 years, the field of program evaluation has seen an expansion in the number of approaches deemed useful in accomplishing the goals of an evaluation. One of the newest approaches to the practice of evaluation is culturally responsive evaluation. Practitioners of CRE draw from a “responsive approach” to evaluation that involves being attuned to and responsive toward not only the program itself, but also its larger cultural context and the lives and experiences of program staff and stakeholders. CRE views culture broadly as the totality of shared beliefs, behaviors, values, and customs socially transmitted within a group and which shapes group members’ world view and ways of life. Further, with respect to their work, culturally responsive evaluators share similar commitments with scholars to critical qualitative inquiry, including a belief in moving inquiry (evaluation) beyond description to intervention in the pursuit of progressive social change, as well as positioning their work as a means by which to confront injustices in society, particularly the marginalization of people of color. Owing to these beliefs and aims, culturally responsive evaluators tend to lean toward a more qualitative orientation, both epistemologically and methodologically. Thus, when taken up in practice, culturally responsive evaluation can be read as a form of critical qualitative inquiry.

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