Participatory evaluation: 12 useful online resources

May 29, 2013

My students this semester have been interested in participatory evaluation. This sub-set of evaluation isn’t a major topic in our course this semester, but because so many of them are interested, I have pulled together a bit of a reading list for them on the topic so those who are interested can explore it further.

Here’s a list of 12 online articles, e-books and other resources on participatory evaluation:

Bragin, M. (2005). The community participatory evaluation tool for psychosocial programs: A guide to implementation. Intervention Journal, 3(1), 3-24. Retrieved from http://www.interventionjournal.com/downloads/31pdf/03_24%20bragin%20.pdf

Campilan, D. (2000). Participatory evaluation of participatory research. Paper presented at the Forum on Evaluation of International Cooperation Projects: Centering on Development of Human Resources in the Field of Agriculture. Retrieved from http://ir.nul.nagoya-u.ac.jp/jspui/bitstream/2237/8890/1/39-56.pdf

Canadian International Development Agency. (2001). How to perform evaluations: Participatory evaluations. Performance Review Branch Guides, (3). Retrieved from http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/Performancereview4/$file/participatory_Evl.pdf

Checkoway, B., & Richards-Schuster, K.  Facilitator’s guide for participatory evaluation with young people. Available from http://ssw.umich.edu/public/currentprojects/youthAndCommunity/pubs/guidebook.pdf

Checkoway, B., & Richards-Schuster, K. (n.d.). Participatory evaluation with young people. Available from http://ssw.umich.edu/public/currentprojects/youthAndCommunity/pubs/youthbook.pdf

Cousins, J. B., & Earl, L. M. (1995). Participatory evaluation: Enhancing evaluation use and organizational learning capacity. The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluation, 1(3-4). Retrieved from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/participatory-evaluation/participatory-evaluation-enhancing-evaluation-use-and-organizational-learning-capacity

Guijt, I., & Gaventa, J. (1998). Participatory monitoring and evaluation: Learning from change. IDS Policy Briefing, (12). Retrieved from http://www.ids.ac.uk/files/dmfile/PB12.pdf

Lefevre, P., Kolsteren, P., De Wael, M.-P., Byekwaso, F., & Beghin, I. (2000). Comprehensive participatory planning and evaluation. Available from http://www.ifad.org/pub/bsf/cppe/cppe.pdf

Pant, M.  (n.d.) Participatory evaluation (PE). Available from http://www.unesco.org/education/aladin/paldin/pdf/course01/unit_09.pdf

Pastor, J., & Roberts, R., A. (1995). Participatory evaluation research as a catalyst for reform: An example from an urban middle school. The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluation, 1(3-4). Retrieved from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/participatory-evaluation/participatory-evaluation-research-as-catalyst-for-reform-an-example-from-an-urban-middle-school

Upshur, C. C., Barretto-Cortez, E., & Gaston Institute, M. (1995). What is participatory evaluation (PE)? What are its roots? The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluation, 1(3-4). Retrieved from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/participatory-evaluation/what-is-participatory-evaluation-pe-what-are-its-roots

Zukoski, A., & Luluquisen, M. (2002). Participatory evaluation: What is it? Why do it? What are the challenges. Community -Based Public Health Policy and Practice, (5). Retrieved from http://depts.washington.edu/ccph/pdf_files/Evaluation.pdf

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

21st Century Leadership: How Collaboration is Transforming Business Leadership (Webinar)

May 27, 2013

Chinook learning LogoI’m gearing up for a brand new webinar this week that will be offered through Chinook Learning Services.

Although the core principles of leadership are timeless, the skills needed in today’s fast-paced world are different than in decades past. This webinar looks at what it means to be a leader in the 21st century. Reconsider traditional paradigms of leadership and learn why they don’t work today. Find out why collaboration is the hot new trend in leadership and how to use collaboration to mobilize others to take responsibility and take action.

Participant Outcomes

  • Understand emerging trends in 21st century leadership.
  • Understand how collaboration is an effective motivator.
  • Learn key strategies for integrating collaboration into your leadership practice.

Course Content

  1. Trends in 21st century leadership.
  2. Why traditional models of leadership are becoming ineffective.
  3. The role of collaboration in leadership.
  4. Key strategies for collaborative leadership practice.

Find out more about the webinar here.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Creating Space for Strength – Interim Final Report

May 16, 2013

In October, 2012, I began working with two other consultants, Lee Tunstall and Vilma Dawson, on a project called “Creating Space for Strength” for Calgary’s North Central Communities. We started with an asset-based community development (ABCD) approach and started researching:

  • What makes these communities good and strong?
  • What could be better?
  • How do we get there?

Our project involved interviewing residents from nine Calgary communities, conducting group community consultations and analyzing demographic data to help us understand who lives in these communities.

We are pleased to share our interim final report:

View this document on Scribd

Related posts:

  • Community Conversation – Creating Space for Strength in Calgary’s North Central Communities http://wp.me/pNAh3-1yX
  • How to Host a World Cafe: Great Resources to Help You Host a Community Conversation that Matters http://wp.me/pNAh3-1zO
  • How Community Conversations Create Powerful Possibilities http://wp.me/pNAh3-1z7
  • An Introductory Public Webinar: Creating Space for Strength An Asset-Based Community Development and Research Project Focussed on Calgary’s North Central Communities http://wp.me/pNAh3-1wq
  • 5 Great resources on asset-based community development (ABCD) http://wp.me/pNAh3-1xJ
  •  Webinar recording: Creating Space for Strength http://wp.me/pNAh3-1wI
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If you enjoyed this post, please “like” it or share it on social media. Thanks!

Share or Tweet this: Creating Space for Strength – Interim Final Report http://wp.me/pNAh3-1Bv

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on Creating Space for Strength – Interim Final Report | community, community development, research | Tagged: , , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

A Phoenix rises as a new school opens

May 6, 2013

Last week I was honoured to be invited to the official opening of the Captain Nichola Goddard School in Calgary. Located in the North Central community of Panorama Hills, the school is currently home to 560 students, with the capacity for up to 1000.

The children of the school voted on the phoenix as the animal to represent their school. The school opening event began with a student performance about the symbol of the phoenix: a proud, honest animal who rises from the ashes. The ashes represent the school’s namesake, Captain Nichola Goddard, the first female Canadian soldier who was killed in combat. She was killed in Afghanistan on May 17, 2006.

Nichola’s father, Dr. J. Tim Goddard,was my Ph.D. supervisor. Like his daughter, and the rest of the family, Tim is an inspirational leader. With both feet firmly grounded in reality, Tim’s jovial personality is complemented with wit, hope and a no-nonsense approach to life. Even though he has worked in various high-level administrative positions at different universities, such as Dean and Vice-Provost International, Tim is just as comfortable kicking back and watching a game of rugby. He wears his suits with ease, but whenever he sits down, you can see his trademark quirk  — brightly colored socks with a pattern. (On the day of the school opening he was wearing yellow polka dot socks.) Tim’s socks serve a reminder not to take life (or ourselves) too seriously.

After Nichola was killed, her parents and sisters set out to do what they do best… use the resources they have to make the world a better place. They began the Nichola Goddard Foundation, from which they do international work, as well as support scholarships for university students. One of the elements of Tim’s leadership that I have always admired is his ability to leverage resources that he can’t control. Through the foundation, he partners with the Light Up the World foundation on the collaborative Light Up Papua New Guinea project. The project aims to bring solar-powered LED lights to medical aid stations throughout Papua New Guinea. The project makes medical treatment possible during the hours of darkness in regions where there is no electricity. This has a particularly powerful impact on women giving birth during the night hours, as it means that the medical workers can ensure the safety of both mother and baby during the birthing process. The location of the project is significant. It is where Tim and his wife Sally met and where Nichola was born.

During Tim’s speech at the school opening, he shared that the Light Up Papua New Guinea project has now helped two million people in that country.

The students of the Captain Nichola Goddard school are highly aware of their school’s namesake. Her photo is posted in the school and the students know her story. They also know about the good work being done by the foundation that the family has set up. One of the most touching moments of the school opening was the presentation of the cheque from the school to the foundation for over $4000. The students raised the funds themselves through the sale of baked and hand-made goods, as well as a donation campaign they called “nickels for Nichola”.

Logo Captain Nichola Goddard SchoolThe school has been open since last August and its inaugural students are about to finish up their first year of studies at the school. The official school opening date was symbolic. The school had its official opening ceremonies on the Nichola would have celebrated her 33rd birthday. A Phoenix rises.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Profile of a cyberbully: 7 Personality traits to watch for

April 3, 2013

Sarah Eaton's education blogIn a recent post I talked about 5 behaviors that might indicate that that your child is a cyberbully. In addition to behaviors, researchers have also profiled cyberbullies to figure out what personality characteristics are common among those who engage in online bullying.

Do any of these traits describe your child?

Characteristics of a cyberbully

  1. May be introverts, underdogs or underachievers.
  2. May have low self-esteem.
  3. Often feels like a victim themselves.
  4. May not know how to express anger in an appropriate manner.
  5. Would be unlikely to say to someone’s face what they say in cyberspace (especially if  there’s a parent or teacher to witness it).
  6. Use the Internet as a way to “get even” or vent their frustrations.
  7. Often unwilling to take responsibility for their actions.
If this sounds like your child, look for behaviors that correspond to cyberbullying. Having these personality traits alone does not guarantee that your child is a cyberbully, but they may be warning signs. The same characteristics may also be indicators of depression, inability to cope or other mental or emotional distress.Cyberbulling may be a sign of a much deeper mental illness that requires treatment and ongoing attention.
In my next post in this series, I’ll talk about what to do if your child is an online bully and how to get them the treatment they may desperately need.

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Related posts:

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References

Amercian Humane Association. (n.d.). Cyber Bullying Prevention and Intervention.   Retrieved November 19, 2012, from http://www.americanhumane.org/children/stop-child-abuse/fact-sheets/cyber-bullying-prevention-and-intervention.html

Hinduja, S., & Patchin, J. W. (n.d.). Cyberbulling: Indentification, prevention and response. Retrieved from http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf

PureSight Online Child Saftey (Author). (n.d.). What should I do if my child is a cyberbully?   Retrieved November 19, 2012, from http://www.puresight.com/Cyberbullying/what-should-i-do-if-my-child-is-a-cyber-bully.html

StopBullying.gov. (n.d.). Warning signs.   Retrieved 2012, 2012, from http://www.stopbullying.gov/at-risk/warning-signs/index.html#bullying

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on Profile of a cyberbully: 7 Personality traits to watch for | education, technology, youth | Tagged: , , , , , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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