Social Construction of Reality - Bad Request

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Legitimation. Legitimation, the third and final “social construction of reality” concept, “produces new meanings that serve to integrate the meanings already attached to disparate institutional processes” (Berger & Luckmann, 1967, p. 92). It takes place in four phases and is important because it results, according to Berger and Luckmann, in the “full integration of discrete institutional processes” (p. 96). Legitimation is grounded in discourse and is built upon objectification and institutionalization. This concept is important to the study because it raises the expectation that the resulting model would function as a mechanism capable of integrating discrete philosophies and processes and of uniting them under the umbrella of the three School District values: culture of collaboration, integrity of action, and commitment to excellence. Utilization-Focused Evaluation. The evaluation lens for this study was the Utilization-Focused Evaluation (UFE) approach. When contrasting the UFE approach to program evaluation in general, the key distinction rests in the premise that “utilization- focused program evaluation is…done for and with specific, intended primary users for specific, intended uses” (Patton, 1997, p. 23). The UFE approach is “explicitly geared to ensure that program evaluation makes an impact” (Stufflebeam & Shinkfield, 2007, p. 230). Patton notes that this approach begins with identifying stakeholders and working with them to understand first, what it is they want to know as a result of the evaluation, and second, how they intend to use the results. Summary of conceptual underpinnings. This research was underpinned by the social construction of reality (Berger & Luckmann, 1967) premises. Further, it was conducted within the scope of the Utilization-Focused Evaluation approach, which is inherently qualitative in nature. The qualitative design is “especially appropriate for 5
developing, innovating, or changing programs in which the focus is improving the program, facilitating more effective implementation, and exploring a variety of effects on participants” (Patton, 1997, p. 286). The confluence of these ideas seems to mean two things for organizational knowledge creation. First, the structure of the study itself has the potential to engender learning among the stakeholders. Second, the findings of the study have the potential to be subject to objectivation, institutionalization, and legitimation. Statement of the Problem The School District has 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 needs a program evaluation model that balances organizational knowledge creation with cost effectiveness, efficiency, and compliance. Purpose of the Study The purpose of this study is to conduct a Utilization-Focused Evaluation (Patton, 1997) of The School District’s program evaluation process. The study will generate for The School District a site-specific process and model for program evaluations in the future. the study: Research Questions To address the purpose of the study, the following research questions will guide 6
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
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Page 9 and 10: Research Questions Research Methods
Page 11 and 12: LIST OF TABLES Table Page 1. Strong
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Page 15 and 16: process-use within future evaluatio
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Page 23 and 24: logical or sequential links among r
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Page 31 and 32: CHAPTER TWO REVIEW OF LITERATURE In
Page 33 and 34: Objectivation Legitimation OVERVIEW
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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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