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Evaluation

//Evaluation
Evaluation 2019-04-19T13:57:06+00:00

AMSTAT Consulting’s Expertise

AMSTAT Consulting provides fast and reliable credential evaluation services for numerous local, state, and federal government entities, schools, community, non-profit organizations and business clients. Hundreds of thousands of successful clients cite these reasons for choosing to work with AMSTAT Consulting:

  • All of our principals have Ph.D. at leading universities including Harvard, Stanford, and Columbia.
  • They include nationally renowned evaluation experts.
  • They have over 100 years of practical experience in evaluation and performance measurement.
  • Our fees usually pale in comparison to the savings and/or additional profits that our work produces for our clients.
  • Over 90% of our clients request our assistance more than once, as our clients are almost universally happy with our different brand of evaluation.
  • We are more reasonably priced than most other companies offering health evaluations.
  • We offer personalized, comprehensive, and friendly support during and after your consultation with us.
  • We offer ultra-fast turnaround times.

Ph.D. at Leading Universities Including Harvard, Stanford, and Columbia

All of our principals have Ph.D. at leading universities including Harvard, Stanford, and Columbia.

Ph.D. at Leading Universities Including Harvard, Stanford, and Columbia

All of our principals have Ph.D. in statistics at Harvard, Stanford, and Columbia.

Internationally Renowned Figures in Evaluation

They include internationally renowned figures in evaluation.

Internationally Renowned Figures in Evaluation

They include internationally renowned figures in evaluation.

Over 100 Years of Practical Experience in Evaluation

They have over 100 years of practical experience in evaluation.

Over 100 Years of Practical Experience in Evaluation

They have over 100 years of practical experience in evaluation.

Our Services

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We are happy to provide the help you need at any or all of the following steps in earning the answers you request:

  • developing a detailed program evaluation management plan;
  • reviewing program documents and records;
  • conducting pre-program development (Needs Assessment) evaluation;
  • conducting implementation (Process or Formative) evaluation;
  • conducting impact (Performance, Outcome or Summative) evaluation;
  • conducting site and classroom observations;
  • conducting focus group interviews;
  • conducting surveys;
  • leading site evaluation team meetings;
  • inputting, organizing, and cleaning the data;
  • implementing data analysis;
  • developing written evaluation reports;
  • presenting evaluation results to governing board

AMSTAT Consulting is dedicated to offering the following professional services:

  • Independent program evaluation services for grants
  • Performance measurement for corporations
  • Government contracting activities
  • Statistical and other types of quantitative analysis and support
  • Other types of administrative functions

Program evaluation is a tool with which to demonstrate accountability to an array of stakeholders who may include funding sources, policymakers, state, and local agencies implementing the program, and community leaders. AMSTAT Consulting can:

  • Engage stakeholders
  • Describe the program
  • Focus the evaluation
  • Gather credible evidence
  • Justify conclusions
  • Ensure the use of evaluation findings and share lessons learned

We are experts in specifying the initial survey based on your research interest. We can choose the various options of scales such as:

  • Nominal Scales
  • Ordinal Scales
  • Interval Scales
  • Ratio Scales

We are experts in devising the sampling plan. We can choose the various options such as:

Probability Sampling

  • Simple Random Sampling
  • Stratified Random Sampling
  • Cluster Sampling

Nonprobability Sampling

  • Quota Sampling
  • Purposive Sampling
  • Snowball Sampling

We can design and perform the required statistical analyses.  Here is a sample of some of the analytical tools with which we are familiar:

  •  T-test
  • ANOVA
  • Correlation Analysis
  • Traditional Regression
  • Multiple Regression Analysis
  • Logistic Regression
  • MANOVA
  • MANCOVA
  • Factor Analysis
  • Cluster Analysis
  • Time Series Analysis
  • Survival Analysis
  • Canonical Correlations
  • Discriminant Analysis
  • Structural Equation Modeling (SEM)
  • Hierarchical Linear Modeling (HLM)
  • Path Analysis
  • Bayesian analysis
  • Descriptive Statistics
  • Discrepancy Analysis
  • Friedman two-way ANOVA (analysis of variance)
  • Futility Analysis
  • Hierarchical Linear Modeling
  • Intraclass Correlation Coefficient
  • Interim Analysis
  • Item Analysis
  • Kruskal-Wallace one-way analysis of variance (ANOVA)
  • Latent Variable Analysis
  • Longitudinal Growth Modeling
  • Mann-Whitney U
  • Meta-Analysis
  • Multidimensional Scaling
  • Multilevel Path Modeling/Multilevel Structural Equation Modeling
  • Multivariate Logistic Regression
  • Power Analysis
  • Raking Data
  • Tau-U Analysis
  • Transformations for normality or linearity
  •  Trend Analysis
  • Wilcoxon signed-rank test

We have expertise in virtually every statistical and qualitative software package, including but not limited to:

  • SAS
  • SPSS
  • STATA
  • HLM
  • Mplus
  • R
  • Access

Good leadership and management are essential to organizational development, performance, and sustainability. An organization succeeds because of what it does (a shared commitment to accomplish something useful and important) and how it does it (the way it functions, decides, evaluates, adapts, and delegates).

Factors determining how an organization does its work or accomplishes its objectives:

  • Effectiveness and functioning of individuals at all levels of the organization
  • Management systems supporting their work
  • Organizational culture
  • Adequacy of human and financial resources

Organizational performance always includes some element of customer satisfaction. One evaluates what an organization does in relation to the goals and objectives it has established. Evaluators should, therefore, define measures or indicators in relation to the specific long- and short-range objectives set by the organization, many of which are presented in this database. We can:

  • Use a standard set of criteria based on national or international norms and standards
  • Develop indicators for each management area and component in collaboration with the organization as part of an exercise to review and strengthen its management systems
    • This approach involves an assessment to determine the baseline stage of development of the organization.

Performance measurement and improvement are systematic processes by which an organization continuously and consistently tracks and applies important program and operations data for the purpose of optimizing its ability to efficiently and effectively advance its desired social impact. The most powerful performance measurement systems are typically a core responsibility of an organization’s own staff, who integrate program, financial and organizational data to measure an organization’s progress and success.

AMSTAT Consulting can conduct performance measurement to enable an organization to continuously learn and improve, which helps it to achieve better results. The metrics tracked should be derived from an organization’s intended impact and theory of change—what the organization is holding itself accountable for achieving and how to get there. By measuring performance, we can:

  • Track progress towards and be held accountable for their intended impact and theory of change
  • Ensure programs or initiatives are implemented as designed
  • Learn about ways to achieve even better results by analyzing insights
  • Communicate progress and successes internally and externally to staff, beneficiaries, funders, peer organizations, and the broader community
  • Over time, gain insights about program effectiveness and what works and, if appropriate, prepare for rigorous program evaluations

There are five key steps to a strong performance measurement and improvement process. We can:

  • Define: Clarify your definition of success and the critical questions or decisions that performance measurement will help inform.
    • Crystallize your intended impact and theory of change.
    • Derive clear, prioritized metrics from these that cover program, financial, and organizational data.
    • Design and develop a data system and data-collection process to systematically gather and analyze this data at appropriate intervals.
  • Measure: Collect information, verify and validate it, and track it in the data system.
  • Learn: Analyze data and generate reports to identify insights and propose ways to improve.
  • Improve: Decide which improvements will strengthen the organization’s success and begin implementing them.
  • Share: Decide how what you have learned may help others in your organization and in the greater field, and share your metrics and results.

Evaluation encourages us to examine the operations of a program, including which activities take place, who conducts the activities, and who is reached as a result. In addition, evaluation will show how faithfully the program adheres to implementation protocols. Through program evaluation, we can determine whether activities are implemented as planned and identify program strengths, weaknesses, and areas for improvement.

AMSTAT Consulting provides a variety of specialized evaluation services in health. They include:

  • Tobacco prevention
  • Evidence-based medicine
  • Clinical practice guidelines
  • Children and family services
  • Healthcare ethics
  • Biostatistical studies
  • Clinical trial design and methodology
  • Medical education
  • Biostatistical consulting
  • Clinical program evaluation
  • Performance measurement
  • Process improvement

Dr. Zamir S. Brelvi, MD, PhD., CEO, EndoLogic

“We have been very pleased with working with AMSTAT Consulting. The service was custom tailored and on time completion. The statistical report was detailed with excellent graphics. The cost of the services was affordable for a start-up company such as EndoLogic! Dr. Ann is very detail oriented and likes to know the project thoroughly that is being analyzed.”

Dr. Zamir S. Brelvi, MD, PhD., CEO

Dr. Raj Singhal, MD., Research Director of Pain Management, Phoenix Children’s Hospital

“Dr. Ann has been instrumental in helping with our statistical needs. In addition to her professionalism, she has been prompt and thorough with all of our requests. Dr. Ann’s work is impeccable, and I would recommend her services to anyone in need of assistance with statistical methods or interpretation. We plan on using Dr. Ann for all of our future needs, and I am thrilled to have been introduced to her.”

Dr. Raj Singhal, MD., Research Director of Pain Management

Dr. Vincent Salyers, Dean and Professor, MacEwan University

“I have worked closely with AMSTAT Consulting on the data analysis/results of two research projects so feel as though I am knowledgeable about their expertise. On all accounts, the company provided me with reliable statistical analysis and results that I could translate into publishable format. They are conscientious experts who provide keen insights into appropriate statistical analysis given various data sets. I highly recommend them for your statistical support needs!”

Dr. Vincent Salyers, Dean and Professor

Dr. Haritha Boppana, MD, DHA, GHS Greenville Memorial Hospital

“I am a physician and was in need of statistical analysis of research data. I found AMSTAT Consulting on online search. Dr. Ann called me and explained the process involved in data analysis. Dr. Ann was always very prompt, helpful, intelligent and took time explaining the various tests used in conducting data analysis. Thank you so much!! I look forward to working with you in the future.”

Dr. Haritha Boppana, MD, DHA

Prof. Mohamed Toufic El Hussein, Mount Royal University

“Extremely professional. Attends to your project needs with skills and expertise. Pays attention to all details. Offers suggestions and recommendation for better and more effective use of your data. Creative and sincere. Thank you very much.”

Prof. Mohamed Toufic El Hussein

Dr. Nancy Allen, PhD., Curriculum and Technology Consultant

“My project required the analysis of a complex survey that required a great deal of help in organizing the data and analyses. In addition, the project required a quick turn-around. AMSTAT Consulting asked all the right questions, made realistic and helpful suggestions, and completed the project in a timely manner. They were professional and helpful throughout the process. I highly recommend them.”

Dr. Nancy Allen, PhD.

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Dr. David Fetterman
Dr. David FettermanAdvisory Board (Fetterman & Associates, President)
EDUCATION
Ph.D., Stanford University
A.M., Stanford University,
A.M., Stanford University

EXPERIENCE

Professor, Stanford University
Director of Evaluation, School of Medicine, Stanford University

HONORS (selected)

American Educational Research Association Research on Evaluation Distinguished Scholar Award, 2013
American Evaluation Association Advocacy and Use Evaluation Award, 2014
George and Louise Spindler Award, American Anthropological Association and the Council on Anthropology and Education, 1990 (educational anthropology)
Lazarsfield Award for Contributions to Evaluation Theory, American Evaluation Association, 2000
Mensa Education and Research Foundation Award for Excellence, 1990.
Myrdal Award for Cumulative Contributions to Evaluation Practice, American Evaluation Association, 1995
Outstanding Higher Education Professional, Neag School of Education, University of Connecticut, 2008
Who’s Who in America, 1990, 1995-1996, 1999, 2008-2012
Who’s Who in American Education, 1989 90, 1995-96, 2003
Who’s Who in Science and Engineering, 2010, 2011
Who’s Who in the World, 2011, 2012, 2013

BOOKS (selected)

Fetterman, D.M., Rodriguez-Campos, L., and Zukowski, A. (in press). Collaborative, Participatory, and Empowerment Evaluation: Stakeholder Involvement Approaches to Evaluation. New York: Guilford Publications.
Fetterman, D.M., Kaftarian, S., and Wandersman, A. (2015). Empowerment Evaluation: Knowledge and Tools for Self-assessment, Evaluation Capacity Building, and Accountability. Thousand Oaks, CA: Sage.
Fetterman, D.M. (2013). Empowerment Evaluation in the Digital Villages: Hewlett-Packard’s $15 Million Race Toward Social Justice. Stanford: Stanford University Press.
Fetterman, D.M. (2010). Ethnography: Step by Step (Third Edition). Thousand Oaks, CA: Sage.
Fetterman, D.M. and Wandersman, A. (2005). Empowerment Evaluation Principles in Practice. New York: Guilford Publications. (Preview.)
Fetterman, D.M. (2001). Foundations of Empowerment Evaluation. Thousand Oaks, CA: Sage. (Preview.)
Fetterman, D.M. (1998). Ethnography: Step by Step. (Second Edition). Thousand Oaks, CA: Sage. (Preview.)
Fetterman, D.M., Kaftarian, S., Wandersman, A. (Eds.) (1996). Empowerment Evaluation: Knowledge and Tools for Self-assessment and Accountability. Newbury Park, CA: Sage.
(Preview.)
Fetterman, D.M. (Ed.) (1993). Speaking the Language of Power: Communication, Collaboration, and Advocacy. London, England: Falmer Press. (Preview.)
Fetterman, D.M. (Ed.). (1991) Using Qualitative Methods in Institutional Research. San Francisco: Jossey-Bass.
Fetterman, D.M. (1989). Ethnography: Step by Step. Newbury Park, CA: Sage Publications (13th printing).
Fetterman, D.M. (Ed.) (1988). Qualitative Approaches to Evaluation in Education: The Silent Scientific Revolution. New York: Praeger Publications.
Fetterman, D.M. (1988). Excellence and Equality: A Qualitatively Different Perspective on Gifted and Talented Education. New York: State University of New York Press. (Chapter 7 reprinted in Mensa Research Journal.) (Preview.)
Fetterman, D.M. (Ed.) (1987). Perennial Issues in Qualitative Research, Education and Urban Society (Special Topic Edition), 20(1).
Fetterman, D.M. and M.A. Pitman. (Eds.) (1986). Educational Evaluation: Ethnography in Theory, Practice, and Politics. Newbury Park, CA: Sage Publications.
Fetterman, D.M. (Ed.) (1984). Ethnography in Educational Evaluation. Newbury Park, CA: Sage Publications.

CHAPTERS AND ARTICLES (selected)

Fetterman, D.M. (in press). Empowerment Evaluation. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage.
Fetterman, D.M. and Ravitz, J. (in press). Evaluation Capacity Building. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage.
Fetterman, D.M. (in press). Empowerment Evaluation: Linking Theories, Principles, and Concepts to Practical Steps. In Secolsky, C. and Denison, D.B. (eds.) Handbook on Measurement, Assessment, and Evaluation in Higher Education (2nd edition). New York: Routledge.
Fetterman, D.M. (in press). Transformative Empowerment Evaluation and Freireian Pedagogy: Alignment with an Emancipatory Tradition. In Patton, M.Q. (ed.) Pedagogy of Evaluation: The Cpntributions of Paulo Freire to Global Evaluation Thinking and Practice. New Directions for Evaluation. San Francisco: Jossey-Bass.
Fetterman, D.M. (2015). Empowerment Evaluation. International Encyclopedia of the Social and Behavioral Sciences, 2nd edition.
Fetterman, D.M. (2015). Ethnography. International Encyclopedia of the Social and Behavioral Sciences, 2nd edition.
Fetterman, D.M. (2005). Empowerment Evaluation and Action Research: A Convergence of Values, Principles, and Purpose. In Bradbury, H. (ed.) The Handbook of Action Research. Thousand Oaks, CA: Sage.
Mansh, M., White, W., Gee-Tong, L., Lunn, M., Obedin-Maliver, J., Stewart, L., Goldsmith, E., Brenman, S., Tran, E., Wells, M., Fetterman, D.M., Garcia, G. (2015). Sexual and Gender Minority Identity Disclosure During Undergraduate Medical Education: “In the Closet” in Medical School. Academic Medicine, 90(5):634-644.
Wang JY, Lin H, Lewis PY, Fetterman DM, Gesundheit N. (2015). Is a career in medicine the right choice? The impact of a physician shadowing program on undergraduate premedical students. Acad Med. May, 90(5):629-33. doi: 10.1097/ACM.0000000000000615
White,W., Brenman, S., Paradis, E., Goldsmith, E.S., Lunn, M.R., Obedin-Maliver, J., Stewart, L., Tran, E., Wells, M., Chamberlain, L.J., Fetterman, D.M., and Garcia, G. (2015). Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students’ Preparedness and Comfort. Teaching and Learning in Medicine: An International Journal. Volume, 27, Issue 3: 254-263
Obedin-Maliver, J., Goldsmith, E.S., Stewart, L., White, W., Tran, E., Brenman, S., Wells,M., Fetterman, D.M., Garcia, G., Lunn, M.R. (2011). Lesbian, Gay, Bisexual, and Transgender-Related Content in Undergraduate Medical Education. JAMA, 306(9):971-977.
Fetterman, D.M., Kaftarian, S., and Wandersman, A. (2015). Empowerment evaluation is a systematic way of thinking: A response to Michael Patton Empowerment evaluation: Knowledge and tools for self-assessment, evaluation capacity building, and accountability. Evaluation and Program Planning 52 (2015) 10–14
Fetterman, D.M., Rodriguez-Campos, L., Wandersman, A., and Goldfarb O’Sullivan, R. (2014). Collaborative, Participatory, and Empowerment Evaluation: Building a Strong Conceptual Foundation for Stakeholder Involvement Approaches to Evaluation (A Response to Cousins, Whitmore, and Shulha, 2013), American Journal of Evaluation, 35(1):142-146. DOI: 10.1177/1098214013509875
Fetterman, D.M. (2012). Empowerment evaluation: learning to think like an evaluator. In Alkin, M. (ed.) Evaluation Roots: A Wider Perspective of Theorists’ Views and Influences (Second Edition). Thousand Oaks, CA: Sage.
Fetterman, D.M. (2011). Empowerment Evaluation and Accreditation Case Examples: California Institute of Integral Studies and Stanford University. In Secolsky, C. and Denison, D.B. (eds.) Handbook on Measurement, Assessment, and Evaluation in Higher Education. New York: Routledge.
Fetterman, D.M., Deitz, J., and Gesundheit, N. (2010). Empowerment evaluation: A collaborative approach to evaluating and transforming a medical school curriculum. Academic Medicine, 85(5):813-820.
Fetterman, D.M. (2009). Empowerment evaluation at the Stanford University School of Medicine: Using a Critical Friend to Improve the Clerkship Experience. Ensaio: Avaliação e Políticas Públicas em Educação. Rio je Janeiro, 17(63):197-204.
Fetterman, D. and Wandersman, A. (2007). Empowerment Evaluation: Yesterday, Today, and Tomorrow. American Journal of Evaluation, 28(2):179-198.
Fetterman, D.M. (2004). Empowerment Evaluation’s Technological Tools of the Trade. Harvard Family Research Project. The Evaluation Exchange, X 3, p. 8-9.
Fetterman, D.M. (2003). Ethnography. In Lewis-Beck, M., Bryman, A., and Liao, T.F. (eds.), Encyclopedia of Research Methods for the Social Sciences. Thousand Oaks, CA: Sage.
Fetterman, D.M. (in press). Qualitative Approaches to Evaluating Education. In Burgess, R. (ed.) Encyclopedia of Social Science Research. London, England: Falmer Press.
Fetterman, D.M. (2003). Fetterman-House. A Process Use Distinction and a Theory. In Christie, C.A. (ed.) The Practice-Theory Relationship in Evaluation. No. 97, Spring. San Francisco: Jossey-Bass.
Fetterman, D.M. (2003). Empowerment Evaluation Strikes a Responsive Chord. In S. Donaldson & Scriven, M. (Eds.) Evaluating social programs and problems: Visions for the new millennium. Hillsdale, NJ: Erlbaum.
Fetterman, D.M. and Bowman, C. (2001). Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example. Journal of Experiential Education.
Fetterman, D.M. (2002). Web surveys to Digital Movies: Technological Tools of the Trade. Educational Researcher, 31(6):29-37 or http://aera.net
Fetterman, D.M. (2002). Book Review of Qualitative Research: A Personal Skills Approach by Gary D. Shank, Education Review.
Fetterman, D.M. (1999). Reflections on Empowerment Evaluation: Learning from Experience. Canadian Journal for Program Evaluation, Special Issue, pp. 5-37.
Fetterman, D.M. (1998). Teaching in the Virtual Classroom at Stanford University. The Technology Source.
Fetterman, D.M. (1998). Webs of Meaning: Computer and Internet Resources for Educational Research and Instruction. Educational Researcher, 27(3):22-30.
Fetterman, D.M. (1998). Learning with and about technology: A middle school nature area. Meridian, 1(1)
Fetterman, D.M. (1997). Empowerment Evaluation: A Response to Patton and Scriven. Evaluation Practice, 18(3):253-266.
Fetterman, D.M. (1997). A Response to Sechrest’s Review of Empowerment Evaluation. Environment and Behavior, 29(3):427-436.
Fetterman, D.M. (1997). Ethnography. In Bickman, L. and Rog, D. (eds.) Handbook of Applied Social Research Methods. Thousand Oaks, CA: Sage.
Fetterman, D.M. (1997). Good care includes educational activities. The Philadelphia Inquirer. Saturday, May 31, p. A 11.
Fetterman, D.M. (1997). Empowerment Evaluation and Accreditation in Higher Education. In Chelimsky, E. and Shadish, W. (eds.) Evaluation for the 21st Century: A Resource Book. Thousand Oaks, CA: Sage.
Fetterman, D.M. (1997). Videoconferencing Over the Internet. Qualitative Health Research, 7(1):154-163.
Fetterman, D.M. (1996). Empowerment Evaluation: An Introduction to Theory and Practice. In Fetterman, D.M., Kaftarian, S., and Wandersman, A. (eds.) Empowerment Evaluation: Knowledge and Tools for Self-Assessment and Accountability. Newbury Park, CA: Sage.
Fetterman, D.M. (1996). Conclusion: Reflections on Emergent Themes and Next Steps. In Fetterman, D.M., Kaftarian, S., and Wandersman, A. (eds.) Empowerment Evaluation: Knowledge and Tools for Self-Assessment and Accountability. Newbury Park, CA: Sage.
Fetterman, D.M. (1996). Videoconferencing On-Line: Enhancing Communication Over the Internet. Educational Researcher, 25(4)
Fetterman, D.M. (1996). Ethnography in the Virtual Classroom. Practicing Anthropology, 18(3):2, 36-39.
Fetterman, D.M. (1995). Empowerment Evaluation: A Learning Tool for Systemic Change. In Jenlink, P. (ed.), Systemic Change: Touchstones for the Future School Palatine, IL: IRI/Skylight Publishing.
Fetterman, D.M. (1995). In Response to Dr. Daniel Stufflebeam’s: “Empowerment Evaluation, Objectivist Evaluation, and Evaluation Standards: Where the Future of Evaluation Should Not Go and Where It Needs to Go,” Evaluation Practice, June 1995, 16(2):179-199.
Fetterman, D.M. (1994). Ethnographic Evaluation in Education. In T.Husen and T.N. Postlethwaite, The International Encyclopedia of Education. Oxford, England: Pergamon Press.
Fetterman, D.M. (1994). Gifted and Talented Education Program Evaluation. In Sternberg, R.J. (ed.) Encyclopedia of Human Intelligence. New York, NY: Macmillan Publishing Company.
Fetterman, D.M. (1994). The Terman Study. In Sternberg, R.J. (ed.) Encyclopedia of Human Intelligence. New York, NY: Macmillan Publishing Company.
Dennis, M.L., Fetterman, D.M. and Sechrest, L. (1994). Integrating Qualitative and Quantitative Evaluation Methods in Substance Abuse Research. Evaluation and Program Planning, 17(4):419-427.
Fetterman, D.M. (1994). Keeping Research on Track. New Directions for Program Evaluation. No. 63, Fall. San Francisco, CA: Jossey-Bass, pp. 103-105.
Fetterman, D.M. (1994). Steps of Empowerment Evaluation: From California to Cape Town. Evaluation and Program Planning, 17(3):305-313.
Fetterman, D.M. (1994). Empowerment Evaluation. Presidential Address. Evaluation Practice, 15(1):1-15.
Fetterman, D.M. (1993). Empowerment Evaluation (Theme for 1993 Annual Meeting), Evaluation Practice, 14(1):115-117.
Fetterman, D.M. (1993) Evaluate Yourself: Executive Summary. Storrs, CT: National Research Center on the Gifted and Talented.
Fetterman, D.M. (1992) Investigative Evaluation and Litigation. In N. Smith (Ed.) Varieties of Investigative Evaluation. New Directions for Program Evaluation. San Francisco, CA: Jossey-Bass, No. 56, Winter 1992, pp. 15-28.
Fetterman, D.M. (1993). Confronting a Culture of Violence: South Africa Nears a Critical Juncture. San Jose Mercury, October 3, pp. 1C, 4C.
Fetterman, D.M. (1993). Ethnography and Policy: A Catalytic Combination for Change. In E. Jacob and C. Jordan, Minority Education: Anthropological Perspectives. New Jersey: Ablex.
Fetterman, D.M. (1992). Hevrah: Our Intellectual Community. Anthropology and Education Quarterly, 23(4):271-274.
Fetterman, D.M. (1992) Theory in Evaluation: We Think, Therefore We Theorize (An Ethnographer’s Perspective). In Chen, H. and Rossi, P.H. (Eds.) Using Theory to Improve Program and Policy Evaluations. New York, NY: Greenwood Press.
Fetterman, D.M. (1992) Evaluate Yourself. Storrs, CT: National Research Center on the Gifted and Talented.
Fetterman, D.M. (1991). Auditing as Institutional Research: A Qualitative Focus. In Fetterman, D.M. (Ed.). Using Qualitative Methods in Institutional Research, New Directions for Institutional Research. San Francisco: Jossey-Bass.
Fetterman, D.M. (1991) Qualitative Resource Landmarks. In Fetterman, D.M. (ed.). Using Qualitative Methods in Institutional Research, New Directions for Institutional Research. San Francisco: Jossey-Bass.
Fetterman, D.M. (1991). A Walk Through the Wilderness: Learning to Find Your Way. In Shaffir, W.B. and Stebbins, (Eds.) Experiencing Fieldwork: An Inside View of Qualitative Research. Newbury Park, CA: Sage.
Fetterman, D.M. (1991). Evaluation in Multi-Site and Multi-Focus Projects. Revitalizing Rural America: New Strategies for the Nineties. Georgia Center for Continuing Education. Athens, GA: The University of Georgia.
Fetterman, D.M. (1990). Ethnographic Auditing. In Tierney, W.G. (ed.) Assessing Academic Climates and Cultures, New Directions for Institutional Research. San Francisco: Jossey-Bass, 68:19-34.
Fetterman, D.M. (1990). Health and Safety Issues: Colleges Must Take Steps to Avert Serious Problems. The Chronicle of Higher Education, March 21, A48.
Fetterman, D.M. (1989). Anthropology Can Make a Difference. In Trueba, H., G. Spindler, and Spindler, L. (Eds.) What Do Anthropologists Have to Say About Dropouts? New York, NY: Falmer Press, 1989.
Fetterman, D.M. (1989). Ethnographer as Rhetorician: Multiple Audiences Reflect Multiple Realities. Practicing Anthropology, 11(2):2, 17-18.
Fetterman, D.M. (1988). Stanford Special Review on Health and Safety Phase II: A Report on Allegations. Internal Audit Department. Stanford, CA: Stanford University.
Fetterman, D.M. (1988). Qualitative Approaches to Evaluating Education. Educational Researcher, 17(8):17-23.
Fetterman, D.M. (1988). Gifted and Talented Education. In Gorton, R.A., Schneider, G.T., and Fisher, J.C. (Eds.) Encyclopedia of School Administration and Supervision. Phoenix, AZ: Oryx Press.
Fetterman, D.M. (1987). A Rainbow of Qualitative Approaches and Concerns. In Fetterman, D.M. (Ed.), Perennial Issues in Qualitative Research, Education and Urban Society (Special Topic Edition), 20 (1):3-8.
Fetterman, D.M. (1987). A National Ethnographic Evaluation of the Career Intern Program (an alternative high school program for dropouts). In B. Wulff and S.J. Fiske (ed.) Anthropological Praxis: Translating Knowledge into Action. Boulder, CO: Westview Press, 1987.
Fetterman, D.M. (1987). Ethnographic Educational Evaluation. In G.D. Spindler (Ed.), Interpretive Ethnography of Education: At Home and Abroad. New Jersey: Lawrence Erlbaum Associates, pp. 81 -106.
Fetterman, D.M. (1986). The Ethnographic Evaluator. In Fetterman, D.M. and Pitman, M.A. (Eds.) Educational Evaluation: Ethnography in Theory, Practice, and Politics. Beverly Hills, CA: Sage Publications, pp. 21-47. Reprinted in E. Eddy and W. Partridge, Applied Anthropology in America, New York: Columbia University Press, 1987, pp. 340-365
Fetterman, D.M. (1986). The Role of Informed Criticism in Scholarly Review. Evaluation and Program Planning, 9:183-4.
Fetterman, D.M. (1986). Gifted and Talented Education: A National Test Case in Peoria. Educational Evaluation and Policy Analysis, 8(2):155-166.
Fetterman, D.M. (1986). Conceptual Crossroads: Methods and Ethics in Ethnographic Research. In D.D. Williams, (Ed.) Naturalistic Evaluation, New Directions for Program Evaluation. San Francisco, CA: Jossey-Bass Inc., pp. 23-36.
Fetterman, D.M. (1986). Operational Auditing in a Teaching Hospital: A Cultural Approach, Internal Auditor, 43(2):48-54.
Fetterman, D.M. (1986). Gifted and Talented Education in the Soviet Union, Gifted Education International, 5(1):180-183.
Fetterman, D.M. (1986). Beyond the Status Quo in Ethnographic Educational Evaluation. In D.M. Fetterman and M.A. Pitman (Eds.), Educational Evaluation: Ethnography in Theory, Practice, and Politics. Newbury Park, CA: Sage Publications, pp. 13-20.
Fetterman, D.M. (1986). The Evolution of a Discipline. In D.M. Fetterman and M.A. Pitman (Eds.), Educational Evaluation: Ethnography in Theory, Practice, and Politics. Newbury Park, CA: Sage Publications, pp. 215-222.
Fetterman, D.M. (1986). Evaluating Organizational Culture in a Teaching Hospital: The Use of Cultural Concepts and Techniques. In K. Sedgwick (Ed.), Association of College and University Auditors. Logan, Utah: Utah State University.
Fetterman, D.M. (1985). Focusing on a Cross-Cultural Lens in Evaluation. Evaluation Research Society Newsletter, Invited special topic article, 9(2):3-5.
Fetterman, D.M. (1984). Doing Ethnographic Educational Evaluation. In D.M. Fetterman (Ed.), Ethnography in Educational Evaluation. Newbury Park, CA: Sage Publications, Inc.
Fetterman, D.M. (1984). Guilty Knowledge, Dirty Hands, and Other Ethical Dilemmas: The Hazards of Contract Research. Human Organization, 42 (3):214-224. Reprinted in Conner, R.F. (Ed.) Evaluation Studies Review Annual, Vol. 9, 1984. Also reprinted in Fetterman, D.M. (Ed.) Ethnography in Educational Evaluation. Newbury Park, CA: Sage Publications, Inc.
Fetterman, D.M. (1982). Ibsen’s Baths: Reactivity and Insensitivity (A misapplication of the treatment-control design in a national evaluation). Educational Evaluation and Policy Analysis, 4 (3):261-279.
Fetterman, D.M. (1982). Ethnography in Educational Research: The Dynamics of Diffusion. Educational Researcher, 11 (3):17-29. Also reprinted in Fetterman, D.M. (Ed.) Ethnography in Educational Evaluation. Newbury Park, CA: Sage Publications, Inc., 1984.
Fetterman, D.M. (1981). CIP is Hip: A National Ethnographic Evaluation of an Alternative High School Program for Dropouts. Doctoral dissertation, Stanford University.
Fetterman, D.M. (1981). New Perils for the Contract Ethnographer. Anthropology and Education Quarterly, 7(1):71-80.
Fetterman, D.M. (1981). Protocol and Publication: Ethical Obligations. Anthropology and Education Quarterly, 7(1):82-83.
Fetterman, D.M. (1981). Blaming the Victim: The Problem of Evaluation Design, Federal Involvement, and Reinforcing World Views in Education. Human Organization, 40(1):67-77. Also reprinted in Evaluation Studies Review Annual, 1982, 7:65-75.
Fetterman, D.M. (1980). Ethnographic Techniques in Educational Evaluation: An Illustration. In A. Van Fleet (Ed.), Anthropology of Education: Methods and Applications. Special topic edition of the Journal of Thought, Fall, 15(3):31-48.
Fetterman, D.M. & Alvarez, R.R. (1979). Anthropological Approaches to Evaluating Education: An Ethnographic Guide for Program Evaluation. CA: United Teachers of Santa Clara Press.
Fetterman, D.M. (1976). An Urban Secondary School Ethnography. Storrs, Connecticut: University of Connecticut.

BLOGS (selected)

Fetterman, D.M. (2014) David Fetterman on Google Glass Part I: Redefining Communications. AEA365. American Evaluation Association. http://aea365.org/blog/david-fetterman-on-google-glass-part-i-redefining-communications/ (April 17.)
Fetterman, D.M. (2014) David Fetterman on Google Glass Part II: Using Glass as an Evaluation Tool. AEA365. American Evaluation Association. http://aea365.org/blog/david-fetterman-on-google-glass-part-ii-using-glass-as-an-evaluation-tool/ (April 18.)
Fetterman, D.M. (2013). In These Uncertain Times, Charities Need a Survival Plan. The Chronicle of Philanthropy. March 10. http://philanthropy.com/article/In-These-Uncertain-Times/137741/
Fetterman, D.M. (2013). Surviving the Fiscal Cliff: The one thing every nonprofit should do in the face of federal tax increases and spending cuts. Stanford Social Innovation Review. http://www.ssireview.org/blog/entry/surviving_the_fiscal_cliff (January).
Fetterman, D.M. (2012). Empowerment Evaluation in the Digital Villages. Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/empowerment_evaluation_in_the_digital_villages_hewlett_packards_15_million (December)
Fetterman, D.M. (2012). Corporate Philanthropy Tackles the Digital Divide. Stanford Social Innovation Review. http://www.ssireview.org/blog/entry/corporate_philanthropy_tackles_the_digital_divide (November)

RADIO INTERVIEWS (recent at: http://www.davidfetterman.com/RadioInterviews.htm)

Empowerment Evaluation in the Digital Villages (book), KAZI FM, Houston, Texas, March 29, 2013.
Chronicle of Philanthropy article about evaluation and nonprofit survival (Chronicle), WPFM FM, Washington, D.C. March 25, 2013.
Empowerment Evaluation in the Digital Villages (book), Kathryn Zox Show, March 13, 2013.
Empowerment Evaluation in the Digital Villages (book), Money Matters Network, Host Stu Taylor, January 28, 2013.
Empowerment Evaluation in the Digital Villages (book), WKXL-AM, Concord, New Hampshire, Host Bill Kearney, January 17, 2013.
Empowerment Evaluation in the Digital Villages (book), WPHM-AM Detroit, Host Paul Miller, January 14, 2013.
Empowerment Evaluation in the Digital Villages (book), Business Matters Radio, Host Thomas White, January 14, 2013.

ENCYLOPEDIA (selected): The International Encyclopedia of Education, Encyclopedia of Human Intelligence, and The Sage Encyclopedia of Qualitative Research Methods

PROFESSIONAL ASSOCIATION PRESENTATIONS (selected from over 100): American Evaluation Association, American Educational Research Association, American Anthropological Association, Association of American Medical Colleges, and AAMC Western Group on Educational Affairs.

Dr. Ann E. K. Um
Dr. Ann E. K. UmPresident and CEO
EDUCATION

Doctorate Degree, Columbia University
Master’s Degree, Stanford University
Master’s Degree, Columbia University

EXPERIENCE

Harvard Medical School, DFCI, Research Data Manager
Harvard Medical School, Brigham and Women’s Hospital, Data Manager
The University of Texas, Assistant Professor
Harvard University, Harvard Innovation Labs, Experfy, Instructor
Johns Hopkins Hospital, Advisor
United States Environmental Protection Agency, Human Studies Review Board

PUBLICATIONS (selected)

Autonomy Support, Self-Concept, and Mathematics Performance: A Structural Equation Analysis. Saarbrucken, Germany: VDM Verlag, 2010.
Motivation and Mathematics Achievement: A Structural Equation Analysis, Saarbrucken. Saarbrucken, Germany: VDM Verlag, 2008.
Motivation and Mathematics Performance: A Structural Equation Analysis. Michigan, Ann Arbor: ProQuest, 2006.
Motivation and Mathematics Performance: A Structural Equation Analysis (doctoral dissertation). Columbia University, New York, 2005.

PRESENTATIONS (selected)

Motivation and Mathematics Performance: A Structural Equation Analysis, National Council on Measurement in Education, Montreal, Quebec, Canada, 2005.
Comparing Eighth Grade Diagnostic Test Results for Korean and American Students, National Council on Measurement in Education, Chicago, Illinois, 2003.

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