Successes and Challenges in Triangulating Methodologies in Evaluations of Exemplary Urban Schools

Autor/inn/en	Towns, Donna Penn; Serpell, Zewelanji
Titel	Successes and Challenges in Triangulating Methodologies in Evaluations of Exemplary Urban Schools
Quelle	In: New Directions for Evaluation, (2004) 101, S.49-62 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-6736
DOI	10.1002/ev.107
Schlagwörter	Urban Schools; Academic Achievement; High Risk Students; Evaluation Methods; Institutional Evaluation; Models; Educational Change; Change Strategies; Success; Student Development; Cultural Pluralism; African American Students; Poverty; Educational Facilities; Educational Environment; Educational Resources; Parent Participation; Governance; Elementary Schools + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Problemschüler; Analogiemodell; Bildungsreform; Lösungsstrategie; Erfolg; Kulturpluralismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Bildungsstätte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel; Elternmitwirkung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Elementary school; Grundschule; Volksschule
Abstract	The Exemplary Schools study at Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR) was designed to aid the program in its goal toward developing and implementing a reform model that "overdetermines" success for all students. The Talent Development (TD) principle of "overdetermination of success" argues that across the full spectrum of the schooling enterprise, educators must implement multiple activities, any one of which, based on documented, research-based evidence, can lead to enhanced outcomes by itself. In preparation for designing the Exemplary Schools project, a thorough review of the effective school reform literature was undertaken. The study aim of the Exemplary Schools project was not only to identify practices in urban schools that were already demonstrating success, but also to inform the development of an evaluation instrument that honored the TD principles of cultural sensitivity and co-construction. This article demonstrates how the triangulating evaluation methodologies facilitated stakeholder involvement and revealed contexts that a narrower approach might have failed to illuminate, and it highlights how triangulation can be used to create a culturally responsive evaluation process. (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10