Social Construction of Reality - Bad Request

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2. K-12 organizations should work together and with the American Evaluation Association to investigate and implement a professional alliance of internal K-12 program evaluators 3. K-12 organizations should look beyond the confines of federal and state program evaluation mandates to investigate the potential for intentional organizational knowledge creation. Collegial recommendations. The following recommendations are suggested as considerations for other internal K-12 program evaluators. 1. K-12 internal program evaluators should consider utilizing the tools proposed by this research, particularly the program evaluation involvement gradient and the program evaluation-commissioning document. 2. K-12 internal program evaluators should work to ensure the procedural issues do not beget issues in other areas of the organization. One way to do this is to develop and utilize an in-house program evaluation manual. 3. K-12 internal program evaluators should study their organizations to identify “evaluation champions” who are “willing to use their positional clout to encourage involvement and model support” for program evaluation in general and evaluation capacity building activities specifically (King, p. 49, 2007). Future research recommendations. The following recommendations are suggested for further research. 1. A comparative case study should be conducted at another school district. 103
2. A follow-up study of the implementation of the findings from this research. This will provide The School District additional organizational knowledge creation opportunities relative to process use of program evaluation. 3. A comparative study of other school districts that have advanced program evaluation models should be conducted. This would provide practitioners within the K-12 arena a better understanding of the long- term impact of evaluation capacity building within a K-12 school district. Summary The purpose of this study was to provide a Utilization-Focused Evaluation (Patton, 1997) of a Missouri School District’s, hereafter referred to as The School District, program evaluation process. The distinguishing feature of the Utilization- Focused Evaluation (UFE) approach is that it emphasizes intended use by clearly identified intended users. For this UFE, the primary intended user was the superintendent of a K-12 school district in Missouri; other stakeholders for this study were identified as the highest level of leadership within The School District. This group of stakeholders is collectively referred to as the superintendent’s cabinet. The problem addressed by this study was 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 balanced organizational knowledge creation with cost effectiveness, efficiency, and compliance. 104
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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
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principles (Patton, 1997) in order
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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
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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 and 114: evaluator, but also the program sup
Page 115 and 116: Table Two. The research findings ca
Page 117: 3. The School District should compl
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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