Mapping the practice of developmental evaluation: Insights from a concept mapping study

Szijarto, Barbara; Cousins, J. Bradley

doi:10.1016/j.evalprogplan.2019.05.001

Cited by 7 publications

(11 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In DE, learning is fostered with the adaptive use of an inquiry framework that structures the kinds of questions and evaluative thinking employed by the evaluator. An inquiry framework conceptualizes how evaluators go about facilitating collaborative learning (Dozois et al, 2010; Lam and Shulha, 2015; Langlois et al, 2013; Patton, 2011b; Poth et al, 2011; Szijarto and Cousins, 2019a, 2019b). Patton (2011a) also asserted that learning is characteristically double-loop (Argyris and Schön, 1978), meaning that it creates systems change.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Yet, research on complexity, DE, and developmental evaluator practices suggests that influencing the process of implementer learning and program developments in real time is not straightforward (Ling, 2012). Particularly in the early stages of an innovation, there are high levels of uncertainty, lack of clarity about innovation, confusion about DE, ambiguity in evaluator and implementer roles, and tensions and conflicts between those involved (Baldwin and Lander, 2019; Lam and Shulha, 2015; Langlois et al, 2013; Ling, 2012; Poth et al, 2011; Szijarto and Cousins, 2019a, 2019b).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In addition, the empirical research on DE has shown that the work of the developmental evaluator is multifaceted encompassing a wide range of activities and functional roles with multiple targets of intervention. Findings indicate that developmental evaluators foster relationships with and between implementers and resolve conflicts as precursor and ongoing steps that enable collective assessment of a situated program (Baldwin and Lander, 2019; Lam and Shulha, 2015; Lawrence et al, 2018; Ling, 2012; Poth et al, 2011; Szijarto and Cousins, 2019a, 2019b). These studies of evaluator functional activities indicate that a developmental evaluator works as a group facilitator, as an evaluation content expert, and in a co-creative and collaborative problem-solving manner.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These studies of evaluator functional activities indicate that a developmental evaluator works as a group facilitator, as an evaluation content expert, and in a co-creative and collaborative problem-solving manner. Thus, learning involves a discovery process fostered in part by an evaluator’s facilitation of relationships, inquiry, and evaluative thinking (Lawrence et al, 2018; Patton, 2011a; Rallis and Rossman, 2000; Szijarto and Cousins, 2019b). But learning also involves another process of more direct evaluative instruction or guidance that is more characteristic of evaluation capacity building (Lam and Shulha, 2015; Szijarto and Cousins, 2019b).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In addition, developmental evaluators play a mechanistic role in fostering learning, or process use, that actualizes program developments. Therefore, it is not surprising that the research on DE has focused on conceptualizing evaluator roles and functional activities (Baldwin and Lander, 2019; Lam and Shulha, 2015; Langlois et al, 2013; Poth et al, 2011; Szijarto and Cousins, 2019a, 2019b).…”

mentioning

confidence: 99%

See 4 more Smart Citations

Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Baldwin

2020

Evaluation

View full text Add to dashboard Cite

Cultural historical activity and expansive learning theories were employed in a retrospective case study to investigate implementer learning and how knowledge is co-created in the early stage of an inter-agency partnership supported with developmental evaluation. Data collection methods were semi-structured qualitative interviews, evaluator field notes of implementer discursive interactions, evaluator log, and ethnographic program observations. Activity system analyses revealed a primary contraction between organizational independence and interdependence, which inhibited program implementation. Learning as negotiated work with conflicts manifesting from this contradiction evolved implementer perspectives and created a new model of interdependent implementer leadership practice. The mediating role of the developmental evaluator involved both reality testing and serving as a neutral mediating presence that supported implementers importing their resources for problem-solving as expansive learning.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Baldwin

2020

Evaluation

View full text Add to dashboard Cite

show abstract

Actions needed to promote health equity and the mental health of Canada’s Black refugees

et al. 2021

View full text Add to dashboard Cite

Objectives: The overall goal was to synthesize knowledge on actions that need to be taken to promote health equity and the mental health of Black refugees in Canada. Design: Group concept mapping systems were applied to generate and organize action-oriented statements related to the different social determinants of health. A total of 174 participants from the cities of Calgary and Edmonton with experience working with Black Canadians participated in four focus groups: (a) 2 focus groups that engaged 123 participants in brainstorming 84 statements guided by the following focus prompt: 'A specific action that would improve the mental health equity of Black refugees living in Canada is … ' and (b) 2 focus groups of 51 participants who sorted the generated statements and rated them by order of 'importance' and 'ideas seen in action.' Data was further computed and analysed by the research team and a select advisory group from the participants. Results: A 10-cluster map generated included the following clusters: (1) promoting cultural identity, (2) promoting ways of knowing, (3) addressing discrimination and racism, (4) addressing the criminalization of Black Canadians, (5) investing in employment for equity, (6) promoting equity in housing, (7) facilitating self-determination, (8) improving (public) services, (9) promoting appropriate and culturally relevant mental health services, and (10) working with and addressing faith and belief related issues. Clusters 4 and 9 ranked as the most important clusters in promoting health equity and the mental health of Black Canadians. Conclusions: Addressing the criminalization of Black Canadians through a range of rehumanizing interventions at institutional levels will provide a platform from which they can participate and engage others in developing appropriate and culturally relevant mental health services.

show abstract

Using community‐led development to build health communication about rheumatic heart disease in Aboriginal children: a developmental evaluation

Mitchell

Diddo²,

James³

et al. 2021

Australian and New Zealand Journal of Public Health

View full text Add to dashboard Cite

heumatic heart disease (RHD) is prevalent among young people in many sites of social disadvantage globally, with one location being Aboriginal towns and communities in northern Australia. RHD is a complex condition requiring good health communication to enable families to build effective health literacy for their situation. 1 Schools are a logical entry point for health communication about acute rheumatic fever (ARF) and RHD because the population most at risk of ARF -the precursor to RHD -is school-aged children. 2,3 Yet just how to approach health communication and what methods are most effective remain unclear. 4 For Aboriginal families, explanations about RHD are often provided in English by healthcare providers with high levels of western education and health training structured around biomedical ways of thinking. Uncritical use of the biomedical lens when teaching about RHD, even if simplified, can impede health communication so that messages are not understood by Aboriginal people as intended. 5 This is especially so where there is significant language and cultural difference between healthcare providers and clientele. 6,7 In the context of post-colonisation, disempowering health communication may deepen a sense of subjugation or invoke passivity. 8 Empowering pedagogies are urgently needed for RHD because it significantly impacts school-aged children's quality of life and life expectancy, while being largely preventable. 9

show abstract

Mapping the practice of developmental evaluation: Insights from a concept mapping study

Cited by 7 publications

References 20 publications

Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Implementer learning in developmental evaluation: A cultural historical activity theory and expansive learning analysis

Actions needed to promote health equity and the mental health of Canada’s Black refugees

Using community‐led development to build health communication about rheumatic heart disease in Aboriginal children: a developmental evaluation

Contact Info

Product

Resources

About