Social Construction of Reality - Bad Request

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LIST OF FIGURES Figure Page 1. Program Evaluation Gradient ....................................................................10 2. Review of Literature as Schema for Study ................................................18 3. UFE Approach Relative to the Other 25 Recognized Approaches............26 4. Objectivation..............................................................................................31 5. Institutionalization .....................................................................................33 6. Four Phases of Legitimation ......................................................................35 7. Data Reduction Process .............................................................................55 8. Explosion of Ideas......................................................................................68 9. Ideas organized according to frames..........................................................69 10. Outgoing arrows dominant ........................................................................70 11. Procedural issues beget implications .........................................................71 12. Organic reporting tool................................................................................86 13. Levels of program evaluation ....................................................................94 ix
UTLIZATION-FOCUSED EVALUATION OF THE PROGRAM EVALUATION PROCESS OF A MISSOURI SCHOOL DISTRICT Laura Nelson Dr. Joyce Piveral and Dr. Phil Messner, Dissertation Supervisors ABSTRACT The purpose of this study was to provide a utilization-focused evaluation (Patton, 1997) of a Missouri School District (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 Kindergarten-12 (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. Literature suggests that the K-12 arena is not populated with professional program evaluators. As a result, evaluations typically emphasize outcomes at the expense of process assessment while also prioritizing compliance needs ahead of other stakeholder interests (Eddy & Berry, 2007). 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 (Nonaka & Takeuchi, 1995). The School District needed a program evaluation model that balanced organizational knowledge creation with cost effectiveness, efficiency, and compliance. x
Page 1 and 2: UTILIZATION-FOCUSED EVALUATION OF T
Page 3 and 4: The undersigned, appointed by the D
Page 5 and 6: ACKNOWLEDGEMENTS The lessons I have
Page 7 and 8: fearlessness, and reminded me of wh
Page 9 and 10: Research Questions Research Methods
Page 11: LIST OF TABLES Table Page 1. Strong
Page 15 and 16: process-use within future evaluatio
Page 17 and 18: One leader trained by this program,
Page 19 and 20: Objectivation. Objectivation is the
Page 21 and 22: developing, innovating, or changing
Page 23 and 24: logical or sequential links among r
Page 25 and 26: Figure 1. The School District’s p
Page 27 and 28: Objectivation. This is the process
Page 29 and 30: evaluation in general) is evaluatio
Page 31 and 32: CHAPTER TWO REVIEW OF LITERATURE In
Page 33 and 34: Objectivation Legitimation OVERVIEW
Page 35 and 36: the profession: systemic inquiry, c
Page 37 and 38: 5. Eclectic Evaluation (1 approach
Page 39 and 40: however, it is important to remembe
Page 41 and 42: Figure 3. The Utilization-Focused E
Page 43 and 44: eginning an evaluation this way ser
Page 45 and 46: producing commonly understood evide
Page 47 and 48: 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
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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
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multidirectional thinking to integr
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Summary The School District had not
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experience. The topic for this case
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study; each signed an agreement of
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hoped the model would provide a pat
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according to page number, section,
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The School District’s vision, mis
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Figure 8. Step 1- Important concept
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Figure 10. A picture of “outgoing
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Short Stakeholder Interviews The ne
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This stakeholder went on to say tha
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(Budget Training Manual). A stakeho
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institutionally…very difficult to
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This argument, the focus of years o
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published meeting schedule. Another
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needs to be established and publish
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Figure 12. An organic reporting too
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explained, “that was all I knew
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CHAPTER FIVE DISCUSSION WITH CONCLU
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Discussion of Findings Three resear
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Figure 13. The level of involvement
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5. Organizational culture can be ch
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evaluator, but also the program sup
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Table Two. The research findings ca
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3. The School District should compl
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2. A follow-up study of the impleme
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The chief research question was whe
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Denzin, N. K. & Lincoln, Y. S. (200
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Nelson, M. & Eddy, R. M. (2008). Ev
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Starratt, R. (2003). Centering educ
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22. Accreditation and certification
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Researcher’s Name: Laura Nelson R
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The Campus Institutional Review Boa
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Short Interview Protocol Appendix E
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Second Long Interview Protocol Appe
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Appendix I Affinity Diagram 124
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Appendix K NCLB Content Analysis Di
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Appendix M School District Vision,
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Appendix O Examples of Programs- Da
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Interviewee Effective (ness) (effec
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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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