Chapter 7: Learning to Play Scholarly Jazz: A Culturally Responsive Evaluation of the Hopi Teachers for Hopi Schools Project

This chapter explores the tensions involved in our planning for a culturally responsive evaluation study of the Hopi Teachers for Hopi Schools Project (HTHS).¹ As argued by Carlos Rodriguez (2002) at the National Science Foundation Workshop on the Cultural Context of Educational Evaluation: A Native American Perspective, “We need more descriptive information about how we are doing it [culturally responsive evaluation] now. We do not have enough information about how Native American evaluations are actually playing out” (p. 78). In this chapter we respond to this need as we plan for a culturally responsive-based evaluation of the Hopi Teachers for Hopi Schools Project.