New Directions for Evaluation, Number 92
JENNIFER C. GREENE is professor of educational psychology at the University of Illinois, Urbana-Champaign. Her work concentrates on qualitative, participatory, and mixed-method approaches to evaluation. TINEKE A. ABMA is working at the Department of Health Care Policy and Management of the Erasmus University, Rotterdam, The Netherlands.
EDITORS' NOTES 1 Jennifer C. Greene, Tineke A. Abma 1. Stake's Responsive Evaluation: Core Ideas and Evolution 7 Tineke A. Abma, Robert E. Stake From interview and text excerpts, the core ideas of Stake's responsive evaluation are presented, as originally framed and in their evolution over time. 2. Responsive Evaluation (and Its Influence on Deliberative Democratic Evaluation) 23 Ernest R. House The important contributions of responsive evaluation's orientation to local issues and qualitative methods are highlighted, but also tempered by a rejection of responsive evaluation's relativity in favor of deliberation as a vehicle for adjudicating among competing evaluative claims. 3. Nobody Knows My Name: In Praise of African American Evaluators Who Were Responsive 31 Stafford Hood A historical accounting of the work of early African American educational evaluators demonstrates the critical place of race and culture in both historical and contemporary visions of responsive evaluation. 4. Becoming Responsive?and Some Consequences for Evaluation as Dialogue Across Distance 45 Yoland Wadsworth A vision of responsiveness as the political inclusion of marginalized human service providers and end users is offered through the author's critical and sustained efforts to enact this vision in practice. 5. The Changing Face of Responsive Evaluation: A Postmodern Rejoinder 59 Ian Stronach The meanings of responsive evaluation are deconstructed, yielding numerous tensions within the theory?tensions interpreted as spaces for ongoing reinventions of creative practice. 6. Responsiveness and Everyday Life 73 Thomas A. Schwandt Responsiveness is connected to our everyday ways of making sense of the value of programs, and thus to a vision of evaluation as indeterminate yet morally engaged with the textures and contours of wise practice. 7. Responsive Evaluation Is to Personalized Assessment . . . 89 Linda Mabry Parallels are drawn between personalized assessment of student learning and responsive evaluation of educational programs. The parallels are conceptual, epistemological, methodological, and ideological. INDEX 103