Social Construction of Reality - Bad Request

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2. What data can be gathered to inform the creation of the program evaluation model? 3. How will data be analyzed to inform the creation of the model? A discussion of these findings and their implications for program evaluation practice takes place in the next chapter. Summary These findings were the result of a Utilization-Focused Evaluation using qualitative research methods. Multiple sources of evidence were utilized to generate a program evaluation model for The School District. A discussion of these findings and their implications for program evaluation will be presented in the next chapter. 89
CHAPTER FIVE DISCUSSION WITH CONCLUSIONS AND RECOMMENDATIONS Introduction This research study was conducted based upon the problem that The School District had not yet determined how to implement program evaluations that are routinely capable of maximizing the use of stakeholder time, overcoming geographic constraints, and providing anonymity where necessary while still promoting organizational knowledge creation. The School District needed a program evaluation model that could balance organizational knowledge creation with cost effectiveness, efficiency, and compliance issues. The purpose of this study was to conduct a Utilization-Focused Evaluation (Patton, 1997) of The School District’s program evaluation process. Overview of the Study The superintendent of The School District requested a Utilization-Focused Evaluation (Patton, 1997) of the district’s program evaluation process. The superintendent and her council desired a cost-effective, program evaluation model that is flexible enough to provide compliance, process, causation, promotional, information while also promoting organizational knowledge creation. The researcher utilized multiple data sources, including federal, state, and local documents, archival data, current data, an electronic survey, and in-depth one-on-one interviews to satisfy the identified purpose of the evaluation. Data analysis took place on multiple levels. Content analysis was performed upon four discrete sets of documents: The No Child Left Behind Act of 2001 (NCLB), Missouri School Improvement Program (MSIP)- Cycle 4, The School District’s board 90
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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
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Legitimation. Legitimation, the thi
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evaluation report was made to the s
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Page 55 and 56: played into the use of electronic s
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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
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Page 101 and 102: Figure 12. An organic reporting too
Page 103: explained, “that was all I knew
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
Page 151 and 152: Program Mission CSIP Value Appendix
Page 153: VITA Laura Nelson earned a B.A. in
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Social Construction of Reality - Bad Request

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