Stakeholder Involvement in Evaluation: Suggestions for Practice

Reineke, Robert A.

doi:10.1177/109821409101200106

Cited by 10 publications

(12 citation statements)

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“…Early in the expansion of the gifted education movement in the United States, the Marland (1972) report called attention to the critical need for gifted program evaluation. Program evaluation is a process critical to the success of educational programs in general (Joint Committee on Standards for Educational Evaluation, 1994; Reineke, 1991) and gifted programs in particular (Tomlinson, Bland, & Moon, 1993; Tomlinson, Bland, Moon, & Callahan, 1994), as it provides evidence on the degree to which a program is carrying out planned activities effectively and the extent to which the program is achieving its stated outcomes.…”

Section: Introductionmentioning

confidence: 99%

Describing the Status of Programs for the Gifted

Callahan

Moon

2017

Journal for the Education of the Gifted

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Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students, curriculum and instruction, program delivery models, financing, program evaluation, teacher qualification requirements, and professional development document a national picture of current practice. In addition, we structured data collection procedures to assess the degree to which the NAGC Pre-K-Grade 12 Gifted Education Programming Standards are used to guide programming. The resulting picture of current practices was often a mirror of practices from 20 or more years ago, suggesting a need for a national dialogue focused on reshaping gifted education for the 21st century. Keywords gifted education, policy and practice, gifted education programming at local education agencies The productive evolution of a field in education across the arenas of policy, research, and practice relies on a clear understanding of the current status of that field. Within gifted education, the status of the field is regularly described in part by the biennial State of the States in Gifted Education Reports based on a survey of state-level administrators

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Section: Introductionmentioning

confidence: 99%

Describing the Status of Programs for the Gifted

Callahan

Moon

2017

Journal for the Education of the Gifted

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“…At the outset, the specific stakeholders who will be involved must be defined (Mark -Shotland, 1985;Greene, 1988;Reineke, 1991) and the object (or objects if there are more than one) which will be under evaluation must be decided upon. Then, stakeholders in the evaluation process must be immediately engaged following identification, as many critical decisions affecting evaluation occur early on in the process, and their involvement ensures higher fairness in the evaluation process.…”

Section: Identifying the Stakeholders Involved And The Objects Of Thementioning

confidence: 99%

Human Resource Training to Enhance Intellectual Capital in the Public Sector: A proposal of a Training Evaluation Model

Iannone¹

2019

IJBA

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The evaluation of Human Resources (HR) training, particularly in Public Administration (PA), has been the focus of studies and in-depth analysis for several decades. This paper proposes an additional model of evaluating HR training in Public Administration. The improvement of performances in PA is indeed an HR issue. Therefore, it is necessary to plan and invest in HR training, as a key component of empowering the employees’ knowledge, skills and abilities, with the intention of enhancing the intellectual capital of the organization, adding value to the PA. Another contributing point of this research is the assessment of training HR on intangible aspects, such as the reputation of the PA. Lastly, it is essential to build and to adopt an optimal process of evaluation of HR training to measure the return on investments in terms of tangible and intangible assets.

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“…While collaboration is identified as an essential characteristic of participatory evaluation, the nature of the problem to be addressed and practical conditions dictate how such collaboration occurs in practice (Reineke, 1991;Cousins, 2003;Hofstetter, 2004;Crishna, 2006;HolteMcKenzie et al, 2006). Crishna (2006) identifies different cases and types of participatory evaluation implementation in India, Bangladesh and Nepal.…”

Section: Different Types Of Participatory Evaluation and The Implemenmentioning

confidence: 99%

“…What is critical to any form of participatory evaluation is identifying who the key stakeholders are and what the most appropriate mechanism is for soliciting their involvement (Reineke, 1991;Cousins, 2003;Crishna, 2006. Reineke (1991 goes on to suggest that a structure that stakeholders can identify with is vital to ensure that their involvement is focused and meaningful.…”

Section: Different Types Of Participatory Evaluation and The Implemenmentioning

confidence: 99%

“…The participation of stakeholders in the RRG was important in engendering stakeholderownership and accountability of the evaluation project (Reineke, 1991;Mercier, 1997). In relation to the various approaches to participatory evaluation described in the earlier section of the paper, the approach taken was stakeholder-based evaluation (SBE) (Weaver & Cousins, 2004).…”

Section: Nb: *Dfid Stands For the Uk's Department For International Dmentioning

confidence: 99%

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Challenges in implementing a participatory evaluation approach: A case study of the Limpopo Literacy Teaching Evaluation Project

Makgamatha

2009

Education as Change

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Matthews Matome Makgamatha is a Chief Researcher in the Centre for Education Quality Improvement of the Human Sciences Research Council. He holds an MSc degree in Research Psychology from the University of the Witwatersrand. He joined the HSRC as a junior researcher in July 1998. Since then he has participated in a number of research projects in the field of educational assessment and evaluation at national and international level. Abstract The Human Sciences Research Council (HSRC), in collaboration with the University of Limpopo, was commissioned by the Limpopo Department of Education (LDoE) in SouthAfrica to evaluate literacy teaching materials and practices in Limpopo primary schools. The research followed a participatory evaluation approach involving key education stakeholders in the province. The article examines the formation of the Research Reference Group (RRG) as a mechanism through which stakeholders were enabled to participate in the evaluation. It reviews the challenges encountered during the process of establishing the RRG and how they were addressed by the evaluation team. These challenges included conflicts of interest among stakeholders; determining the size of the RRG and the number of stakeholder representatives; and the knowledge imbalance between the evaluation team and the stakeholder representatives. It also highlights lessons learnt from the Limpopo literacy evaluation case study.

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Stakeholder Involvement in Evaluation: Suggestions for Practice

Cited by 10 publications

References 1 publication

Describing the Status of Programs for the Gifted

Describing the Status of Programs for the Gifted

Human Resource Training to Enhance Intellectual Capital in the Public Sector: A proposal of a Training Evaluation Model

Challenges in implementing a participatory evaluation approach: A case study of the Limpopo Literacy Teaching Evaluation Project

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