Social Construction of Reality - Bad Request

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This study employed qualitative research processes and used the social construction of reality theory as a conceptual underpinning. The use of qualitative processes allowed for the collection of rich, thick descriptions (Merriam, 1998), which was particularly important given that the social construction of reality theory is predicated upon the importance of words, phrases, and narratives to construct meaning and diffuse knowledge (Berger & Lucckmann, 1967). Essentially, this study resulted in two types of conclusions, procedural and process-use. Procedural conclusions involve those findings that stipulate the use of specific, clearly defined steps, methods, and tools that people throughout The School District can regularly expect to encounter when participating in a program evaluation. Process-use conclusions involve those findings that hinge on Patton’s (1997) notion that there of benefits of program evaluation that arise purely as a result of being engaged in the evaluation process and are “useful quite apart from the findings that may emerge from the processes” (p. 89). Of particular interest in this study is that the research findings could be aligned to three of the four evaluation industry-wide indicators of process use: enhancing shared understandings, increasing engagement, and program and organizational development (Pattton, 1997; King, 2007; Harner & Preskill, 2007). The most significant findings of the UFE were that a) The School District should implement clearly articulated procedures and tools, such as the type created as a result of this study, and b) The School District should also intentionally incorporate process-use within future evaluation practice as a method to deliberately provide for evaluation- capacity building and knowledge creation within the organization. 105
The chief research question was whether or not a site-specific model for program evaluation could be generated. In response to the question, the study found that specific tools and procedures could be generated. By implementing these tools, procedural issues could be rectified, which would in turn impact four facets of the organization: human resources, political, symbolic, and structural. However, the research also indicated a need for fluidity in thought and practice that transcends the discrete processes normally conceived of within the confines of a model. Morgan (1997) notes “when change in the environment becomes the order of the day, as when changing technological and market conditions pose new problems and challenges, open and flexible styles of organization and management are required” (p. 44). Morgan also argues that organizations must do what they can to promote and enhance organizational memory. Clearly articulated tools and processes enhance the capacity for such memory. However, these processes cannot be held sacrosanct at the expense of the fluidity in thought and action required for organizations to not only survive - but thrive- in a constantly changing environment. 106
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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
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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
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Page 77 and 78: hoped the model would provide a pat
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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 and 118: 3. The School District should compl
Page 119: 2. A follow-up study of the impleme
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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