Collaborative evaluation of a high school prevention curriculum: How methods of collaborative evaluation enhanced a randomized control trial to inform program improvement

Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome variables that can be used for program improvement. Throughout this project there were many examples of client learning from evaluator and evaluator learning from client. This article presents convincing evidence that collaborative evaluation can improve the design, implementation, and findings of the randomized control trial. Throughout this paper, we discuss many examples of good science, good evaluation, and other practical benefits of practicing collaborative evaluation. Ultimately, the authors created the term pre-formative evaluation to describe the period prior to data collection and before program implementation, when collaborative evaluation can inform program improvement.     

Language ideologies and the consequences of standardization

This paper explores the effects of the standard language ideology on attitudes to language of nonlinguists and of language specialists, and considers how far linguists themselves have been affected by – and have contributed to – this ideology. The primary definition of standardization is taken to be the imposition of uniformity upon a class of objects . Attitudes to language within standard language cultures are then reviewed and contrasted with unstandardized situations, in which the boundaries of languages are indeterminate. It is therefore suggested that determinate languages, such as English, may be defined more by ideologies than by their internal structures. Some effects of standardization on the work of linguists are then reviewed. This is followed by a discussion of the importance of the process of legitimization in contributing to the standard language culture, and of the contribution of language specialists themselves to this process. Finally, certain matters arising are reviewed.     

Stopped in our tracks: From ‘giving an account’ to an ethics of recognition in feminist praxis

When the Western Australian government announced in 2010 that Indigenous people would be compensated for unpaid wages, a Yindjibarndi woman named Bigali Hanlon submitted an application to access her government files so that she could lodge a claim. At the age of four, Bigali was taken from her home in Mulga Downs, Western Australia to live in a church‐run hostel for ‘fair‐skinned’ Indigenous children until she was sent into indentured domestic service as a teenager. Three large files document her history. These files, combined with in‐depth interviews, and a film about Bigali and other Indigenous Australian people, Walking Tracks Back Home, form the basis of this article. In reflecting on the issues raised by Bigali's story, we draw on feminist writing on the costs associated with being called to give an account of oneself, considering how listening might form the basis of an ethics of recognition in feminist praxis.