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Tiz Media Foundation Abstract—When culture is integrated into the mathematics classroom, it improves students ’ academic achievement [3], helps move classrooms towards an equitable learning environment [30] [31], helps students have... more
Tiz Media Foundation Abstract—When culture is integrated into the mathematics classroom, it improves students ’ academic achievement [3], helps move classrooms towards an equitable learning environment [30] [31], helps students have positive beliefs about mathematics [23], and integrates mathematics with other disciplines [56], [58]. Moreover, if you observe today’s kids, the use of video games in their daily and/or weekly routines is significant. Lastly, the predominant genre among African-American youth is hiphop/rap. These facts led to the African-American Distributed Multiple Learning Styles System (AADMLSS pronounced ‘adam less’) City Stroll, an adaptive, electronic, speech-enabled algebra learning system that uses culture to influence learning in the form of an animated, music-led interface. Index Terms—Animation, games, user interface. I.
Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence, culture makes us who we are. In doing project evaluation, it is also important to consider... more
Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence, culture makes us who we are. In doing project evaluation, it is also important to consider cultural context in which the project operates and be responsive to it. How can an evaluation be culturally responsive? An evaluation is culturally responsive if it fully takes into account the culture of the program that is being evaluated. In other words, the evaluation is based on an examination of impacts through lenses in which the culture of the participants is considered an important factor, thus rejecting the notion that assessments must be objective and culture free, if they are to be unbiased. Moreover, a culturally responsive evaluation attempts to fully describe and explain the context of the program or project being evaluated. Culturally responsive evaluators honor the cultural context in which an evaluation takes place by bringing needed, ...
Introduction: This is Where We Stand. Stafford Hood, Rodney Hopson, and Henry Frierson. Evaluators as Stewards of the Public Good. Jennifer C. Greene. Through a Cultural Lens: Reflections on Validity and Theory in Evaluation. Karen E.... more
Introduction: This is Where We Stand. Stafford Hood, Rodney Hopson, and Henry Frierson. Evaluators as Stewards of the Public Good. Jennifer C. Greene. Through a Cultural Lens: Reflections on Validity and Theory in Evaluation. Karen E. Kirkhart. Persuasive Language, Responsive Design: A Framework for Interculturally Responsive Evaluation. Melvin Hall and Denice Ward Hood. Promoting Culturally Reliable and Valid Evaluation Practice in Education. Sharon Nelson-Barber, Elise Trumbull, Joan LaFrance, and Sofia Aburto. An Untold Story in Evaluation Roots: Reid E. Jackson and His Contributions Towards Culturally Responsive Evaluation at 3/4 Century. Rodney Hopson and Stafford Hood. Learning to Play Scholarly Jazz: A Culturally Responsive Evaluation of the Hopi Teachers for Hopi Schools Project. Carolyne J. White and Mary Hermes. The PENAL Project: Program Evaluation and Native American Liability. Gaetano Senese. It Starts With A Machete: The Politics and Poetics of Space in Urban School Re...
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... J. Greene, R. Hopson, K. Kirkhart, J. LaFrance, G. Solano-Flores, and M. Wallace]); American Evaluation Association/Duquesne U. Internship Program (Dr. Rodney Hopson, PI) Page 3. 3 ... Human Observers • Sadie Tanner Mossell Alexander... more
... J. Greene, R. Hopson, K. Kirkhart, J. LaFrance, G. Solano-Flores, and M. Wallace]); American Evaluation Association/Duquesne U. Internship Program (Dr. Rodney Hopson, PI) Page 3. 3 ... Human Observers • Sadie Tanner Mossell Alexander – Ph.D. 1921 U of Penn – 1st Af. ...
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Abstract An effective learning system creates personalized contexts for each student. The'one size fits all'concept is not very effective across a large number of diverse students. An adaptive... more
Abstract An effective learning system creates personalized contexts for each student. The'one size fits all'concept is not very effective across a large number of diverse students. An adaptive instruction approach is more suitable for reaching large diverse groups of students in electronic learning environments. Additionally, cultural groups often share common values; the experiences of children growing up with those values are reflected in their classroom learning behaviors (ie cultural learning style). Therefore, a culturally ...
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When culture is integrated into the mathematics classroom, it improves students’ academic achievement [3], helps move classrooms towards an equitable learning environment [30] [31], helps students have positive beliefs about mathematics... more
When culture is integrated into the mathematics classroom, it improves students’ academic achievement [3], helps move classrooms towards an equitable learning environment [30] [31], helps students have positive beliefs about mathematics [23], and integrates mathematics with other disciplines [56], [58]. Moreover, if you observe today’s kids, the use of video games in their daily and/or weekly routines is significant. Lastly, the predominant genre among African-American youth is hiphop/rap. These facts led to the African-American Distributed Multiple Learning Styles System (AADMLSS pronounced ‘adam less’) City Stroll, an adaptive, electronic, speech-enabled algebra learning system that uses culture to influence learning in the form of an animated, music-led interface.
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Cultural responsiveness is gaining recognition as a critical feature of the evaluation process. Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence,... more
Cultural responsiveness is gaining recognition as a critical feature of the evaluation process. Culture is a cumulative body of learned and shared behavior, values, customs, and beliefs common to a particular group or society. In essence, culture makes us who we are. In doing project evaluation, it is also important to consider cultural context in which the project operates and be responsive to it. How can an evaluation be culturally responsive? An evaluation is culturally responsive if it fully takes into account the culture of the program that is being evaluated. In other words, the evaluation is based on an examination of impacts through lenses in which the culture of the participants is considered an important factor, thus rejecting the notion that assessments must be objective and culture free, if they are to be unbiased. Moreover, a culturally responsive evaluation attempts to fully describe and explain the context of the program or project being evaluated. Culturally responsi...
In the last two decades, the evaluation literature reflects increasing attention to culture and cultural contexts in the field. A lion’s share of this literature has focused on culturally responsive evaluation (CRE) concepts and... more
In the last two decades, the evaluation literature reflects increasing attention to culture and cultural contexts in the field. A lion’s share of this literature has focused on culturally responsive evaluation (CRE) concepts and frameworks.1 Much less literature considers the practice, practical application, or ways in which those in the fieldmaximize the use of such frameworks. As this chapter will reveal, most of the current CRE literature discusses either theory or practice; very few, if any, provide discussions of both theoretical and practical applications of CRE. As the practice of evaluation by non-profits, consultants, academics, and the general public grows, the need to use CRE in evaluation practice has increased because evaluators work in diverse cultural, contextual, and complex communities in the United States and in many other parts of the world. In this fourth edition of the Handbook, this chapter provides a core resource on the history, theory, and application of CRE...
This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does not necessarily imply a commitment to... more
This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does not necessarily imply a commitment to a particular stance on issues of social justice, such as equality, but rather that this can only flow from leaders becoming culturally responsive to the diverse traditions and needs of the changing populations of their schools. We define this combination as ‘distributed culturally responsive leadership’. The second part of the paper attempts to illustrate this argument by closely examining the philosophy and actions of a particular principal who is regarded as an exemplar of good practice. The methodology used in the school case study is described and, finally, we provide a presentation and analysis of the data followed by a discussion of the research findings.
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This article, based on the remarks delivered by the author at the Eleanor Chelimsky forum at the Eastern Evaluation Research Society annual conference in 2016, discusses Ambrose Caliver, an evaluator of color who worked for the federal... more
This article, based on the remarks delivered by the author at the Eleanor Chelimsky forum at the Eastern Evaluation Research Society annual conference in 2016, discusses Ambrose Caliver, an evaluator of color who worked for the federal government during segregation. Caliver’s history is an important contribution to the evaluation tree. This article discusses Caliver’s contribution to our field and the importance of recognizing people of color within the history of evaluation.
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ABSTRACT This evaluation study centered on a Year-Round Education (YRE) program in an urban high school located in a large metropolitan city. Approximately 50% of the students in the school were "students of color." The... more
ABSTRACT This evaluation study centered on a Year-Round Education (YRE) program in an urban high school located in a large metropolitan city. Approximately 50% of the students in the school were "students of color." The primary purpose of the study was to examine factors that might influence students' levels of participation in the intersession programs the YRE program provided. The results suggest that levels of participation in intersessions are likely to vary as a function of students' gender, race, grade level, and level of academic achievement.
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ABSTRACT As a critical friend of the Graduate Education Diversity Internship (GEDI) program, I provide three personal reference points to organize observations and reflections during my role as mentor and instructor for the program. As a... more
ABSTRACT As a critical friend of the Graduate Education Diversity Internship (GEDI) program, I provide three personal reference points to organize observations and reflections during my role as mentor and instructor for the program. As a scholar concerned with promoting Culturally Responsive Evaluation (CRE), I reflect on the founding and development of the program alongside some of the key ideas that shaped CRE with the hopeful assumptions that the GEDI alumni will carry the CRE torch that lights the path for those who will follow in this common struggle.
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This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher preparation programs' efforts to address racial diver-sity. The project was initiated during the 1990-91... more
This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher preparation programs' efforts to address racial diver-sity. The project was initiated during the 1990-91 academic year by interviewing minor-ity juniors and ...
... Stafford Hood. Arizona State University, Tempe. Rodney K. Hopson. Duquesne University, Pittsburgh, Pennsylvania. Next Section. ... Our quest is succinctly captured in the words of Maxine Greene (1993) when she asserted that the... more
... Stafford Hood. Arizona State University, Tempe. Rodney K. Hopson. Duquesne University, Pittsburgh, Pennsylvania. Next Section. ... Our quest is succinctly captured in the words of Maxine Greene (1993) when she asserted that the “experiences of pain and abandonment have led ...
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ABSTRACT The realities of democracy in the United States have been experientially different for its oppressed groups. How might that affect the practice of democratic evaluation?
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Recent evaluative models and approaches by Greene (1997), Fetterman (1994), and Patton (1994) appear to be open to the central importance of culture when evaluators work with and within communities of color. For me, the first ray of light... more
Recent evaluative models and approaches by Greene (1997), Fetterman (1994), and Patton (1994) appear to be open to the central importance of culture when evaluators work with and within communities of color. For me, the first ray of light on the relevance of culture for ...
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ABSTRACT Results of interviews with 24 minority undergraduate teacher education students on predominately white campuses, as well as reviews of documents and interviews with faculty, indicate that these students want to teach within their... more
ABSTRACT Results of interviews with 24 minority undergraduate teacher education students on predominately white campuses, as well as reviews of documents and interviews with faculty, indicate that these students want to teach within their own ethnic communities and that the teacher education programs lack significant cultural relevance. (39 references) (IAH)
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ABSTRACT This evaluation study centered on a Year-Round Education (YRE) program in an urban high school located in a large metropolitan city. Approximately 50% of the students in the school were "students of color." The... more
ABSTRACT This evaluation study centered on a Year-Round Education (YRE) program in an urban high school located in a large metropolitan city. Approximately 50% of the students in the school were "students of color." The primary purpose of the study was to examine factors that might influence students' levels of participation in the intersession programs the YRE program provided. The results suggest that levels of participation in intersessions are likely to vary as a function of students' gender, race, grade level, and level of academic achievement.
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... Minorities, Final Report, NIE grant no. NIE-G-85-0004 (Edinburgh, TX: Pan American University, 1985); and Walter Haney, George Madaus, and Amelia Kreitzer, "Charms Talismanic: Testing Teach-... with Laurence Parker, Springfield,... more
... Minorities, Final Report, NIE grant no. NIE-G-85-0004 (Edinburgh, TX: Pan American University, 1985); and Walter Haney, George Madaus, and Amelia Kreitzer, "Charms Talismanic: Testing Teach-... with Laurence Parker, Springfield, IL, 6 January 1986. ...