Social Construction of Reality - Bad Request

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concept also “refers to changes in attitude, thinking, and behavior that result from participating in an evaluation” (Patton, 2007). A resonance between the data for this study and accepted theory supports the conclusion that The School District is poised to begin deliberately providing for process use. The particular, context-bound benefits of process use, as articulated by stakeholders and detailed above, are noticeably related to three of the four recognized indicators of process use: a) enhancing shared understandings; b) furthering the program intervention; c) increasing engagement; and d) program and organizational development (Patton, 1997; King, 2007; Harnar & Preskill, 2007). It is surprising and perhaps even ironic that furthering the program intervention did not surface during the course of the study, as one might have expected given the primary intended user’s concern, born out through the analysis of archival data, that there was often little evidence that people were functioning beyond the ground level (Long interview, March 18). Given this, one might have expected that the only process-use that would have emerged (furthering program intervention) was the only one that did not. 99
Table Two. The research findings can be aligned to evaluation industry-wide indicators of process-use. 4 industry-wide recognized indicators of process- use Process-use benefits emergent from research with The School District (data analysis by researcher) (Patton, 1997; King, 2007; Harnar & Preskill, 2007). Enhancing shared understandings * Organizational sacred cows can be assailed. Furthering program intervention Increasing engagement Program and organizational development 100 * Collaboration can be engendered and promoted. *Program ownership can be increased. * The School District’s vision, mission, goals, and values can be reified and promoted * Organizational culture can be changed via knowledge creation and evaluation capacity building
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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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experiences in finite provinces of
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played into the use of electronic s
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interaction and particular context:
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to achieve federal compliance (Ross
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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
Page 93 and 94: institutionally…very difficult to
Page 95 and 96: This argument, the focus of years o
Page 97 and 98: published meeting schedule. Another
Page 99 and 100: needs to be established and publish
Page 101 and 102: Figure 12. An organic reporting too
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
Page 113: evaluator, but also the program sup
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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