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Stafford Hood

Affiliations: 
Arizona State University, Tempe, AZ, United States 
Area:
Educational Psychology Education
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"Stafford Hood"
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Pamela Frazier-Anderson grad student 2005 Arizona State
Brian W. Mathieson grad student 2005 Arizona State

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Publications

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Brown M, McNamara G, O’Hara J, et al. (2019) Evaluating the impact of distributed culturally responsive leadership in a disadvantaged rural primary school in Ireland Educational Management Administration & Leadership. 47: 457-474
Hood S. (2018) Reflections on the Journey of One Aspiring Culturally Responsive Evaluator—Thus Far New Directions For Evaluation. 2018: 69-71
Hood S. (2017) Continuing the Exploration of African Americans in the Early History of Evaluation in the United States: Contributions of Ambrose Caliver in the U.S. Office of Education American Journal of Evaluation. 38: 262-274
Hood S. (2014) How Will We Know It When We See It? A Critical Friend Perspective of the Graduate Education Diversity Internship (GEDI) Program and Its Legacy in Evaluation New Directions For Evaluation. 2014: 109-121
Hood DW, Hood S, McBride D. (2013) Broadening participation academic careers workshop for underrepresented groups Communications of the Acm. 56: 27-29
Hood S, Hopson RK. (2008) Evaluation roots reconsidered: Asa Hilliard, a fallen hero in the "Nobody Knows My Name" project, and African educational excellence Review of Educational Research. 78: 410-426
Hood S. (2004) A journey to understand the role of culture in program evaluation: Snapshots and personal reflections of one African American evaluator New Directions For Evaluation. 2004: 21-37
Hood S. (2001) Nobody knows my name: In praise of african american evaluators who were responsive New Directions For Evaluation. 2001: 31-44
Hood S, Freeman DJ. (2000) Contrasting Experiences of White Students and Students of Color in a Year-Round High School. Journal of Negro Education. 69: 349-360
Hood S. (1998) Culturally Responsive Performance-based Assessment: Conceptual and Psychometric Considerations Journal of Negro Education. 67: 187-196
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