(2000). Determining Validity in Qualitative Inquiry. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 124-130.

Determining Validity in Qualitative Inquiry

In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such prac...

Toward a Conceptual Framework for Mixed-Method Evaluation Designs

Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public’s health.

/pdf/review-of-community-based-research-assessing-partnership-5goidkcn41.pdf

Review of community-based research: assessing partnership approaches to improve public health.

This glossary aims to clarify some of the key concepts associated with participatory action research.

https://jech.bmj.com/content/jech/60/10/854.full.pdf

Participatory action research

The author develops “netnography” as an online marketing research technique for providing consumer insight. Netnography is ethnography adapted to the study of online communities. As a method, netnography is faster, simpler, and less expensive than traditional ethnography and more naturalistic and unobtrusive than focus groups or interviews. It provides information on the symbolism, meanings, and consumption patterns of online consumer groups. The author provides guidelines that acknowledge the online environment, respect the inherent flexibility and openness of ethnography, and provide rigor and ethics in the conduct of marketing research. As an illustrative example, the author provides a netnography of an online coffee newsgroup and discusses its marketing implications.

/pdf/the-field-behind-the-screen-using-netnography-for-marketing-3fyb2s3jon.pdf

The Field Behind the Screen: Using Netnography for Marketing Research in Online Communities

The First Step An Overview Walking in Rhythm Anthropological Concepts A Wilderness Guide Methods and Techniques Geering Up Ethnographic Equipment Finding Your Way Through the Forest Analysis Recording the Miracle Writing Walking Softly Through the Wilderness Ethics

Ethnography: Step-by-Step

Context Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education organizations have called for LGBT-sensitive training, but how and to what extent schools educate students to deliver comprehensive LGBT patient care is unknown. Objectives To characterize LGBT-related medical curricula and associated curricular development practices and to determine deans' assessments of their institutions' LGBT-related curricular content. Design, Setting, and Participants Deans of medical education (or equivalent) at 176 allopathic or osteopathic medical schools in Canada and the United States were surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010. Main Outcome Measure Reported hours of LGBT-related curricular content. Results Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed the questionnaire. The median reported time dedicated to teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 hours). Of the 132 respondents, 9 (6.8%; 95% CI, 2.5%-11.1%) reported 0 hours taught during preclinical years and 44 (33.3%; 95% CI, 25.3%-41.4%) reported 0 hours during clinical years. Median US allopathic clinical hours were significantly different from US osteopathic clinical hours (2 hours [IQR, 0-4 hours] vs 0 hours [IQR, 0-2 hours]; P = .008). Although 128 of the schools (97.0%; 95% CI, 94.0%-99.9%) taught students to ask patients if they “have sex with men, women, or both” when obtaining a sexual history, the reported teaching frequency of 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (62.9%; 95% CI, 54.6%-71.1%) and all topics at 11 schools (8.3%; 95% CI, 3.6%-13.0%). The institutions' LGBT content was rated as “fair” at 58 schools (43.9%; 95% CI, 35.5%-52.4%). Suggested successful strategies to increase content included curricular material focusing on LGBT-related health and health disparities at 77 schools (58.3%, 95% CI, 49.9%-66.7%) and faculty willing and able to teach LGBT-related curricular content at 67 schools (50.8%, 95% CI, 42.2%-59.3%). Conclusion The median reported time dedicated to LGBT-related topics in 2009-2010 was small across US and Canadian medical schools, but the quantity, content covered, and perceived quality of instruction varied substantially.

https://jamanetwork.com/journals/jama/articlepdf/1104294/joc15085_971_977.pdf

Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education.

PART ONE: INTRODUCTION AND OVERVIEW Empowerment Evaluation - David M Fetterman An Introduction to Theory and Practice PART TWO: BREADTH AND SCOPE Empowerment Evaluation and Accelerated Schools - Henry M Levin Empowerment Evaluation and the W K Kellogg Foundation - Ricardo A Millett PART THREE: CONTEXT Empowerment Evaluation and State Government - Joyce Keller Moving from Resistance to Adoption The HIV Prevention Evaluation Initiative - Cynthia Gomez and Ellen Goldstein A Model for Collaborative and Empowerment Evaluation Empowerment Evaluation - Cheryl Grills et al Building upon a Tradition of Activism in the African American Community Realizing Participant Empowerment in the Evaluation of Nonprofit Women's Services Organizations - Arlene B Andrews Notes from the Front Line PART FOUR: THEORETICAL AND PHILOSOPHICAL FRAMEWORKS Empowering Community Health Initiatives through Evaluation - Stephen B Fawcett et al Empowerment Evaluation at Federal and Local Levels - Robert K Yin, Shakeh J Kaftarian, and Nancy F Jacobs Dealing with Quality Evaluation and Self-Direction in Community Prevention Coalitions - John F Stevenson, Roger E Mitchell, and Paul Florin Fairness, Liberty, and Empowerment Evaluation - Dennis E Mithaug PART FIVE: WORKSHOPS, TECHNICAL ASSISTANCE, AND PRACTICE Empowering Community Groups with Evaluation Skills - Jean Ann Linney and Abraham Wandersman The Prevention Plus III Model Participatory and Empowerment Evaluation - Margret A Dugan Lessons Learned in Training and Technical Assistance The Plan Quality Index - Frances D Butterfoss et al An Empowerment Evaluation Tool for Measuring and Improving the Quality of Plans Building Community Capacity with Evaluation Activities That Empower - Steven W Mayer PART SIX: CONCLUSION Conclusion - David M Fetterman Reflections on Emergent Themes and the Next Steps

Empowerment evaluation : knowledge and tools for self-assessment & accountability

Introduction Introducing Empowerment Evaluation as Part of the Intellectual Landscape of Evaluation Background and Theory Exploring the Background and Theory of Empowerment Evaluation with Relevant Examples and Tools Three Steps Presenting the Three Steps of Empowerment Evaluation and Related Facets Four Case Examples Highlighting the Steps of Empowerment Evaluation with Four Case Examples A High Stakes Case Example Documenting the Utility, Credibility, and Rigor of Empowerment Evaluation in a High-Stakes Arena-Accreditation The Standards Applying the Standards to Empowerment Evaluation Caveats Discussing Caveats and Concerns About Empowerment Evaluation A Dialogue Distinguishing Empowerment Evaluation From Other Approaches The World Wide Web Using the Internet as a Tool to Disseminate Empowerment Evaluation Worldwide Conclusion Concluding by Speaking One's Truth About the Strengths, Limitations, and Conditions of Empowerment Evaluation

Foundations of empowerment evaluation

1 A Window into the Heart and Soul of Empowerment Evaluation: Looking through the Lens of Empowerment Evaluation Principles David M Fetterman 2 The Principles of Empowerment Evaluation Abraham Wandersman, Jessica Snell-Johns, Barry E Lentz, David M Fetterman, Dana C Keener, Melanie Livet, Pamela S Imm, and Paul Flaspohler 3 Empowerment Evaluation Principles in Practice: Assessing Levels of Commitment David M Fetterman 4 Lessons That Influenced the Current Conceptualization of Empowerment Evaluation: Reflections from Two Evaluation Projects Dana C Keener, Jessica Snell-Johns, Melanie Livet, and Abraham Wandersman 5 Empowerment Evaluation: From the Digital Divide to Academic Distress David M Fetterman 6 Organizational Functioning: Facilitating Effective Interventions and Increasing the Odds of Programming Success Melanie Livet and Abraham Wandersman 7 Empowerment Evaluation and Organizational Learning: A Case Study of a Community Coalition Designed to Prevent Child Abuse and Neglect Barry E Lentz , Pamela S Imm, Janice B Yost, Noreen P Johnson, Christine Barron, Margie Simone Lindberg, and Joanne Treistman 8 Will the Real Empowerment Evaluation Please Stand Up?: A Critical Friend Perspective J Bradley Cousins 9 Conclusion: Conceptualizing Empowerment in Terms of Sequential Time and Social Space David M Fetterman Author Index Subject Index About the Editors Contributors

David M. Fetterman

Papers

Ethnography: Step-by-Step

Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education.

Empowerment evaluation : knowledge and tools for self-assessment & accountability

Foundations of empowerment evaluation

Empowerment evaluation principles in practice