- 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 and 12: LIST OF TABLES Table Page 1. Strong
- Page 13: UTLIZATION-FOCUSED EVALUATION OF TH
- 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
- 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 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 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