Social Construction of Reality - Bad Request

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Significance of the Study This evaluation was designed to provide a program evaluation model for The School District. The model provided the district with a replicable process for use on future program evaluations and included several non-exclusive outcomes: compliance with federal, state, and local mandates, process analysis, and organizational knowledge creation. Since the model is potentially transportable, this evaluation may benefit other organizations within the K-12 arena, in so far as other districts may be able to transpose the model upon their unique settings and glean the aforementioned non-exclusive benefits. The program evaluation gradient can be conceptualized as a line that contains at its left extreme a compliance-based method for program evaluation, which consumes few organizational resources. On the other extreme rests the fully inclusive Utilization- Focused Evaluation, which consumes many organizational resources, but arguably also carries greater potential for organizational knowledge creation. The vector, which has direction as well as magnitude, allows one to determine where a particular type of evaluation model fits relative to another type. 9
Figure 1. The School District’s program evaluation model is projected to be situated in the middle of the gradient. Definition of Terms This section will provide definitions of key conceptual and operational constructs as they are applicable within the confines of this study. These terms are particularly relevant to the qualitative nature of the research. Affinity diagram. Brassard (1996) explains, “this tool gathers large amounts of language data, organizes it into groupings based on the natural relationships between each item, and defines groups of items. It is a largely creative… process” (p.17). Axial coding. This is the process of putting data derived from the open coding process together in new ways by making connections between categories (Heppner & Heppner, 2004). Coding. This is a data analysis strategy known as the first step in taking an analytic stance toward the data. It gives the research analytic scaffolding on which to build. The two chief forms of coding are open and axial (Denzin & Lincoln, 2005). 10
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 and 14: UTLIZATION-FOCUSED EVALUATION OF TH
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: logical or sequential links among r
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
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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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