Social Construction of Reality - Bad Request

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and services. Responses to the following question make it plain that stakeholders do not possess a firm understanding of the distinction between the two. Question 7. Please list, in order of priority from your perspective, a few examples of district SERVICES you believe should be evaluated within the next 24 months. One respondent wrote, “well, I probably put a few services on screen 6 not knowing this was here” (Electronic survey, May 6). However the respondent did not go on to clarify what should have stayed on the program screen and what needed to move to the service screen. Respondents had the option of returning to screens and changing answers during the course of the survey. Another respondent seemed to view the word service as an opportunity to think further about programs as evidenced by his/her response: “see previous. I know that’s too many for 24 months” (Electronic survey, May 3). The cumulative list reads: parent involvement, childcare, PAT, Homebound, 504, food services, maintenance, see previous (ie interchangeable with previous list), computer technicians, safety/emergency management plan, volunteer services (mentioned twice), business partners, employee orientation, tech support. Notably this list contains a few references to programs articulated within board policy. Second Long Interview The final step in the data collection sequence was a thirty-minute interview with the primary intended user. As called for in the interview protocol, the interview was preceded by a ninety-minute presentation of data collected to date. 85
Figure 12. An organic reporting tool was utilized to facilitate second long interview. 86
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UTILIZATION-FOCUSED EVALUATION OF T
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The undersigned, appointed by the D
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ACKNOWLEDGEMENTS The lessons I have
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fearlessness, and reminded me of wh
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Research Questions Research Methods
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LIST OF TABLES Table Page 1. Strong
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UTLIZATION-FOCUSED EVALUATION OF TH
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process-use within future evaluatio
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One leader trained by this program,
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Objectivation. Objectivation is the
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developing, innovating, or changing
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logical or sequential links among r
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Figure 1. The School District’s p
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Objectivation. This is the process
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evaluation in general) is evaluatio
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CHAPTER TWO REVIEW OF LITERATURE In
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Objectivation Legitimation OVERVIEW
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the profession: systemic inquiry, c
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5. Eclectic Evaluation (1 approach
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however, it is important to remembe
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Figure 3. The Utilization-Focused E
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eginning an evaluation this way ser
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producing commonly understood evide
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Institutionalization. A second proc
Page 49 and 50: Legitimation. Legitimation, the thi
Page 51 and 52: evaluation report was made to the s
Page 53 and 54: experiences in finite provinces of
Page 55 and 56: played into the use of electronic s
Page 57 and 58: interaction and particular context:
Page 59 and 60: to achieve federal compliance (Ross
Page 61 and 62: as a valid, legitimate contribution
Page 63 and 64: principles (Patton, 1997) in order
Page 65 and 66: with other stakeholders (Appendix E
Page 67 and 68: Short interviews. Development of qu
Page 69 and 70: multidirectional thinking to integr
Page 71 and 72: Summary The School District had not
Page 73 and 74: experience. The topic for this case
Page 75 and 76: study; each signed an agreement of
Page 77 and 78: hoped the model would provide a pat
Page 79 and 80: according to page number, section,
Page 81 and 82: The School District’s vision, mis
Page 83 and 84: Figure 8. Step 1- Important concept
Page 85 and 86: Figure 10. A picture of “outgoing
Page 87 and 88: Short Stakeholder Interviews The ne
Page 89 and 90: This stakeholder went on to say tha
Page 91 and 92: (Budget Training Manual). A stakeho
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Page 95 and 96: This argument, the focus of years o
Page 97 and 98: published meeting schedule. Another
Page 99: needs to be established and publish
Page 103 and 104: explained, “that was all I knew
Page 105 and 106: CHAPTER FIVE DISCUSSION WITH CONCLU
Page 107 and 108: Discussion of Findings Three resear
Page 109 and 110: Figure 13. The level of involvement
Page 111 and 112: 5. Organizational culture can be ch
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Page 115 and 116: Table Two. The research findings ca
Page 117 and 118: 3. The School District should compl
Page 119 and 120: 2. A follow-up study of the impleme
Page 121 and 122: The chief research question was whe
Page 123 and 124: Denzin, N. K. & Lincoln, Y. S. (200
Page 125 and 126: Nelson, M. & Eddy, R. M. (2008). Ev
Page 127 and 128: Starratt, R. (2003). Centering educ
Page 129 and 130: 22. Accreditation and certification
Page 131 and 132: Researcher’s Name: Laura Nelson R
Page 133 and 134: The Campus Institutional Review Boa
Page 135 and 136: Short Interview Protocol Appendix E
Page 137 and 138: Second Long Interview Protocol Appe
Page 139 and 140: Appendix I Affinity Diagram 124
Page 141 and 142: Appendix K NCLB Content Analysis Di
Page 143 and 144: Appendix M School District Vision,
Page 145 and 146: Appendix O Examples of Programs- Da
Page 147 and 148: Interviewee Effective (ness) (effec
Page 149 and 150: Interviewee Perceive perception Sup
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Program Mission CSIP Value Appendix
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VITA Laura Nelson earned a B.A. in
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