Building Community: Social Science in Action

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Building Community: Social Science in Action
Philip Nyden , Anne Figert , Mark Shibley , and Darryl Burrows
Manufacturer: Pine Forge Press
ProductGroup: Book
Binding: Paperback

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Dry Bones Rattling: Community Building to Revitalize American Democracy (Princeton Studies in American Politics)

ASIN: 0803990936

Today's evaluators are being challenged to help design and evaluate social programs intended to prevent and ameliorate complex social problems in a variety of settings, including schools, communities, and not-for-profit and for-profit organizations. Drawing upon the knowledge and experience of world-renowned evaluators, the goal of this new book is to provide the most up-to-date theorizing about how to practice evaluation in the new millennium. It features specific examples of evaluations of social programs and problems, including the strengths and weaknesses of the most popular and promising evaluation approaches, to help readers determine when particular methods are likely to be most effective. As such, it is the most comprehensive volume available on modern theories of evaluation practice.

Evaluating Social Programs and Problems presents diverse, cutting-edge perspectives articulated by prominent evaluators and evaluation theorists on topics including, but not limited to:
*Michael Scriven on evaluation as a trans-discipline;
*Joseph S. Wholey on results-oriented management;
*David Fetterman on empowerment evaluation;
*Yvonna S. Lincoln on fourth-generation evaluation;
*Donna M. Mertens on inclusive evaluation;
*Stewart I. Donaldson on theory-driven evaluation; and
*Melvin M. Mark on an integrated view of diverse visions for evaluation.

Evaluating Social Programs and Problems is a valuable resource and should be considered required reading for practicing evaluators, evaluators-in-training, scholars and teachers of evaluation and research methods, and other professionals interested in improving social problem-solving efforts in the new millennium.

"This timely addition to a new genre of evaluation methodology eschews the objectivity of an external evaluation in favor of internal value-driven assessments that advance the goal of self-improvement through self-determination. Fetterman offers down-to-earth, clearly written descriptions and explanations of an approach that reconciles the contingencies of organizational practice with the standards and principles of evaluation accountability. He adroitly bridges the gap between the subjectivity of self-evaluation and the objectivity of external evaluation by showing with case examples and detailed methods, forms, and narrative why empowerment evaluation extends the reach of standard evaluation practice."

What is empowerment evaluation? When is it the most appropriate approach to use in an evaluation? How can it best be implemented? Aimed at demystifying empowerment evaluation, the book shows readers when to use this form of evaluation and how to more effectively use its three steps (developing a mission statement; taking stock by identifying and prioritizing the most significant program activities; and, charting a course for future strategies to accomplish program goals). Fetterman also illustrates the steps with four case examples, ranging from hospital to educational settings. In addition, he covers: how to use empowerment evaluation to meet the standards developed by the Joint Committee on Standards for Educational Evaluation; the caveats and concerns about the use of empowerment evaluation; the relationship between collaborative, participatory, stakeholder, and utilization-focused evaluation with empowerment evaluation; the role of the Internet in disseminating empowerment evaluation; and, an analysis of the strengths, weaknesses, and conditions of empowerment evaluation. This book will guide evaluators exploration of their roles as coaches, facilitators and advocates as well as enable them to more effectively use this innovative evaluation technique.

I also bring to Fetterman's book a growing discomfort with traditional, empiricist research and program evaluation. My colleagues have been working for several years with different Native American tribes and have learned first-hand why research is so often considered a dirty word in Indain Country. At best, positivist research and evaluation are usually irrelevant to the experience and concerns of Native peoples, at worst it contributes to their continued subjugation by reinforcing negative stereotypes. I therefore come to Fetterman's book with a keen interest in research and evaluation which in itself is a benefit to the participants.

Empowerment evaluation, as articulated by Fetterman, is located within "the larger context of emancipatory research" (Fetterman, 2001, p. 110) and specifically action research. Empowerment evaluation differs from action research, however, because it is "explicitly driven by the concept of self-determination" and collaboration at every level of the agency, program, or community being evaluated (p. 11). Within that framework, empowerment evaluation helps people analyze their programs using self-evaluation and self-reflection. In contrast with some program assessments conducted by outside evaluators, empowerment evaluation is not an endpoint but in integral part of program development and improvement (p. 3). As a result, empowerment evaluation "ideally helps organizations internalize evaluation principles and practices, making evaluation an integral part of program planning" (p. 35). Not surprisingly, Fetterman equates using empowerment evaluation with teaching participants to fish.

The methodology of empowerment evaluation is deceptively simple. First, gather everyone involved in the program together, from clients to workers, to administrators, to funders. The empowerment evaluator then acts as a coach or facilitator, who leads the group through three activities: 1) explicate the mission of vision of the program; 2) take stock of each program activity, rating how well each is doing; and 3) plan for the future by setting goals, strategies for reaching the goals, and documentation to be used to track progress. Because empowerment evaluation is ideally an ongoing process, the first time through these steps forms the baseline for monitoring future progress.

Methodologically, the obvious potential weakness of empowerment evaluation is the possibility of generating self-serving, `sugar-coated' results (p. 5-6). "An outside evaluator charged with monitoring the progress can help keep the effort credible, useful, and on track, providing additional rigor, reality checks, and quality controls throughout the evaluation" (Fetterman, 2001, p. 6). This task is operationalized during the ranking phase, for example, when the empowerment evaluator questions each individual's ranking of each activity, asking for specific documentation of why the rating is no higher and no lower than they have indicated. Additional rigor is gained, according to Fetterman, by indicating that people can change their ratings at any time. Mostly, however, Fetterman argues that trustworthiness flows from the nature of the group (the insistence on democratic participation of clients, workers, and administrators), and the group process itself which he claims comes to conclusions which are more realistic than the conclusions of external evaluators (pp. 32-33).

Unfortunately Fetterman's organization and writing of this volume does little to support his claim that empowerment evaluation is rigorous and inherently trustworthy. In terms of organization, note that the two quotes I used to locate empowerment evaluation within research and evaluation traditions were separated by 100 pages. Repeatedly, ideas and concepts are partially developed in one place, only to be modified or more fully defined/described much later. In many ways, this review has made Fetterman's book more comprehensible than it is. For example, I stated previously that when participants rank program activities they must provide documentation. Fetterman, however, discusses ranking on page 29, but waits 60 pages (almost half the book) to mention that "documentation is always required to support a high or low rating about a program assessment, and is scrutinized." (p. 93).

In addition, Fetterman's writing often confuses or obscures important points. The trustworthiness of empowerment evaluation rests in large part on including the perspective of every stakeholder and participant in the program, from clients to administrators. Fetterman, unfortunately, uses the term program participants variously, mostly to refer to paid employees, but occasionally also to include clients (e.g. pp. 3, 34, &146). As a result we are never sure who he is talking about participating in what aspect of the evaluation. Similarly, Fetterman refers to "outside evaluators" both as the `coaches' who help participants throughout the process and, in other places, as people not otherwise involved in any aspect of the evaluation. Consequently when Fetterman writes that "An outside evaluator charged ... can help keep the effort credible, useful, and on track" (2001, p. 6), I have no idea who is responsible for this crucial methodological function.

Finally, Fetterman states that the trustworthiness and utility of empowerment evaluation flow, in large measure, from use of baseline data and repeated empowerment evaluation sessions. Though Fetterman devotes more than a third of his book to case examples, every one of those examples is of an initial evaluation, never a follow-up session. Because Fetterman (belatedly) admits that empowerment evaluation "takes more time than most traditional evaluations (p. 145), I am left wondering if follow up is ever conducted.

The disorganization of the book unfortunately contributes to an impression that empowerment evaluation is methodologically less rigorous than I believe it really is. Fetterman thus undermines the very evaluation methodology which he passionately believes in and espouses.

Empowerment Evaluation Knowledge And Tools For Self-assessment And Accountability

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Empowerment Evaluation Knowledge And Tools For Self-assessment And Accountability
David M. Fetterman
Manufacturer: Sage Publications
ProductGroup: Book
Binding: Paperback

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ASIN: 076190025X
Release Date: 1995-10-25

"The language of the book is eminently accessible to practitioners who may be unfamiliar with typical research parlance... Every procedure described is accompanied by step-by-step instructions. The novice will surely appreciate being helped at each juncture as well as the professional, who will find the details useful precisely because the approach differs so dramatically from what is normally found in a research methods text."
--from the Foreword by Egon G. Guba

Community-based action research seeks to involve as active participants those who have traditionally been called subjects and is intended to result in a practical outcome related to the lives or work of the participants. No matter the settingâ€”organizational, institutional, or educationalâ€”there are particular skills needed to conduct action research successfully.

Author Ernest T. Stringer provides a series of tools that assist the researcher in working through the research process. Action Research, Second Edition provides a simple but highly effective model for approaching action research: * Look: Building a picture and gathering information * Think: Interpreting and explaining * Act: Resolving issues and problems Thoroughly revised and updated in this second edition, the scope of the book has been broadened to include university and other bureaucratic settings. New end-of-chapter summaries provide a practical checklist for researchers and an appendix provides an entry into the world of electronic resources.

Clear, concise, and always pragmatic, Action Research, Second Edition is a must for the library of professionals and students involved in the research enterprise.