Adaptation, Evaluation and Inclusion

Autor/in	Basson, R.
Titel	Adaptation, Evaluation and Inclusion
Quelle	In: Africa Education Review, 8 (2011) 2, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.602822
Schlagwörter	Program Evaluation; Inclusion; Foreign Countries; Mainstreaming; Rural Schools; Urban Schools; Rural Urban Differences; Empowerment; Disabilities; Barriers; At Risk Students; Teacher Attitudes; Self Evaluation (Individuals); Evaluation Methods; South Africa + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Inklusion; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Stadt-Land-Beziehung; Handicap; Behinderung; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I reflect on a recent development currently shaping programme evaluation as field, which makes the case for evaluators facilitating evaluation training evaluees to self-evaluate and improve the programmes they teach. Fetterman argues persuasively that the practice was incipient in the field and required formalization and acceptance as framework in mainstream evaluation for the field to retain integrity. Its use widely across the globe, as well as in South Africa, prompts questions about the form it should take when adopted outside its country of origin. This is the focus of the article. As conceptualised at the time, Fetterman's evaluation framework is discussed to show its procedure and developmental stages. Used in a national pilot in South Africa in the early 2000s, the framework assisted implement "inclusion" in state schools as it occurred, endeavouring, as in the US, to seamlessly move between implementation, gauging worth and further implementation, in one of three programmes in the pilot. After 18 months, the data indicated that inclusion seemed in place in most schools, take-up differed in rural and urban schools, and was likely to be sustained less strongly in rural than urban schools. Four adaptations are suggested to extend its reach where used here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01