Lessons learned using a values-engaged approach to attend to culture, diversity, and equity in a STEM program evaluation
作者: Ayesha S. Boyce
作者单位: 1University of North Carolina at Greensboro, United States
刊名: Evaluation and Program Planning, 2017, Vol.64 , pp.33-43
来源数据库: Elsevier Journal
DOI: 10.1016/j.evalprogplan.2017.05.018
关键词: Values-engagedSTEMCultureDiversityEquity
原始语种摘要: Abstract(#br)Evaluation must attend meaningfully and respectfully to issues of culture, race, diversity, power, and equity. This attention is especially critical within the evaluation of science, technology, engineering, and mathematics (STEM) educational programming, which has an explicit agenda of broadening participation. The purpose of this article is to report lessons learned from the implementation of a values-engaged, educative (Greene et al., 2006) evaluation within a multi-year STEM education program setting. This meta-evaluation employed a case study design using data from evaluator weekly systematic reflections, review of evaluation and program artifacts, stakeholder interviews, and peer review and assessment. The main findings from this study are (a) explicit attention to...
全文获取路径: Elsevier  (合作)
影响因子:1.295 (2012)

  • equity 衡平法
  • diversity 差异
  • culture 
  • evaluation 评价
  • approach 
  • engaged 占线的
  • learned 有学识的
  • program 程序
  • Equity 衡平法
  • stakeholder 赌金保管者