This Second Edition celebrates 21 years of the practice of empowerment evaluation, a term first coined by David Fetterman during his presidential address for the American Evaluation Association. Since that time, this approach has altered the landscape of evaluation and has spread to a wide range of settings in more than 16 countries. In this new book, an outstanding group of evaluators from academia, government, nonprofits, and foundations assess how empowerment evaluation has been used in practice since the publication of the landmark 1996 edition. The book includes 10 empowerment evaluation principles, a number of models and tools to help put empowerment evaluation into practice, reflections on the history and future of the approach, and illustrative case studies from a number of different projects in a variety of diverse settings. The Second Edition offers readers the most current insights into the practice of this stakeholder-involvement approach to evaluation.

Empowerment Evaluation Conducted by Fourth- and Fifth-Grade Students1

Empowerment Evaluation Conducted by Fourth- and Fifth-Grade Students1

Regina Day Langhout University of California at Santa Cruz Jesica Siham Fernández University of California at Santa Cruz

As social-community psychologists, we are interested in engaging in practices that will help schools function better for students and families, especially for those who come from social groups that have historically experienced school as exclusionary (e.g., working-class and working-poor communities, communities of color, immigrant communities). Our examination of research on school reform indicates that transformational change is incredibly difficult to achieve (Kozol, 1991; McMillan, 1975; Ouellett, 1996; Rappaport, Moore, & Hunt, 2003; Sarason, 1971, 1995, 1997). Indeed, changes that are sustainable and alter role relationships among people such that communities have access ...

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