This paper describes a comprehensive, constituent-based evaluation approach that can yield useful information for policymakers, program planners, and administrators. The four stages are specification of constituent network; exploration of significant incentives; design of an incentive system; and assessment of the system. (JOW)

Addresses the problems associated with deliberation: (1) hyperindividualism; (2) limited public dialog; and (3) increased hegemony of science and technology. Describes the naturalistic evaluation model used in rural Kentucky to critique the application of the National Issues Forum methodology. (JOW)

Kansas City YouthNet is taking on a leadership role in promoting community youth development (CYD). YouthNet's efforts to shift the measurement and evaluation focus from delivery of staff services to individual youth achievement is expected to lead to additional funds, a new CYD infrastructure, and improved lives of youth. (Author/JOW)

Compares community substance abuse programs that have worked with some that have not by applying principles from complex systems theory and ideas from learning communities. (JOW)

Two approaches for evaluating community development are: community stories--locally developed ethnographies for community-led change; and sponsor-backed evaluation using coproduced indicators and standards. (SK)

A framework for evaluating public-private partnership projects in housing and community development organizes nine criteria in three categories: (1) need for partnership (problem magnitude, duplication); (2) process (planning, structure of partnership, management of operations, resource acquisition/management); and (3) outcomes (achievement of…

An information-based rather than a knowledge-based approach to evaluation of social development programs has two advantages: (1) relative objectivity and (2) equity. Increasingly equitable flows of information are one indicator of social development. (SK)

Using the example of evaluation in development programs, the author presents arguments for improving evaluation in adult education, including objective achievement, foreseen and unforeseen outcomes, and contributions to community development. (SK)

Describes the nature of participation within the context of people-centered development. Presents a framework for monitoring and evaluating participation in development, using participatory methodology. (SK)

A quantitative approach to accountability in community development ignores important aspects of the process, and a qualitative approach often fails to demonstrate to the public community development's impact. The use of interpretive methods, such as those used in the natural resources and recreation fields, can help people understand community…

Explores how quality in early childhood services is defined and examines the implications of working within the inclusionary approach. Argues that the choice of paradigm for working with quality is of the greatest importance for early childhood services. Concludes by noting that an inclusionary approach to quality fits best with the concept of…

Briefly introduces recently developed early childhood programs in Latin America and describes in detail two basic programs designed for the rural population of Peru: a Portage home-based model and a project emphasizing community development. History, objectives, program design and methodology, and training are identified, stressing the need for…

This report evaluates the Urban University Program (UUP), designed to improve urban outreach activities at eight Ohio Universities: Cleveland State University, Kent State University, Ohio State University, University of Akron, University of Cincinnati, University of Toledo, Wright State University, and Youngstown State University. The UUP provides…

Discusses common themes in five papers on rural community psychology: myth that rural life is naturally supportive, importance of community needs in designing prevention programs, risks of labeling diseases, rural psychologists as developers/advocates, using advice/direct suggestion, thinking in systems/ecological terms, role/boundary conflicts,…

The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET)…