Co-constructing a contextually responsive evaluation framework
Subtitle: the talent development model of school reform
By: Veronica G. Thomas, Floraline I. Stevens, editors.
Contributors: Thomas, Veronica G.; Stevens, Floraline I.; American Evaluation Association.
Series: New directions for evaluation -- no. 101; Jossey-Bass education series
Publisher: Jossey-Bass
Published: 2004
Place of publication: San Francisco, Calif
Language: eng
Number of pages: 100
Subjects: Evaluation research (Social action programs) -- United States; Multicultural education -- United States -- Evaluation; Educational change -- United States -- Evaluation
Notes: "A publication of Jossey-Bass and the American Evaluation Association"--Cover.

"Spring 2004."

Includes bibliographical references and index.
Table of contents: title: Building a contextually responsive evaluation framework : lessons from working with urban school interventions -- Veronica G. Thomas; title: Evaluating the co-construction of the family, school, and community partnership program in a low-income urban high school -- Velma LaPoint, Henry L. Jackson -- A; title: culturally responsive evaluation approach applied to the talent development school-to-career intervention program -- Jo-Anne L. Manswell Butty, Malva Daniel Reid, Velma LaPoint; title: Successes and challenges in triangulating methodologies in evaluations of exemplary urban schools -- Donna Penn Towns, Zewelangi Serpell; title: Talent development professional development evaluation model : a paradigm shift -- Constance M. Ellison -- Commentary :; title: do talent development project evaluations demonstrate a coherent approach? -- Floraline I. Stevens -- Commentary :; title: can critical race theories of or on race be used in evaluation research in education?-- Laurence Parker.