Social Construction of Reality - Bad Request

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Compliance. When the term is used in this study it refers to the act of undertaking an evaluation for the sole purpose of complying with a legislative mandate. Evaluation approach. This term refers to a broad conceptualization of evaluation methodologies and practices; it encompasses evaluation models. There are 26 routinely recognized evaluation approaches. See Appendix A for complete list (Stufflebeam & Shinkfield, 2007). Institutionalization. Institutionalization is what happens when the habitualized actions and/or modes thinking of an individual are transferred in such a way that these same actions and/or modes of thinking become the habitualized behavior of the group. One of the three key processes of the social construction of reality, institualization is founded upon objectification. In conjunction with objectification, it provides the foundation for legitimation (Berger & Luckmann, 1967). Interrelationship diagraph. Brassard (1996) explains “this tool takes a central idea, issue, or problem and maps out the logical or sequential links among related items…[it] lets logical patterns become apparent” (p. 41). Legitimation. Legitimation produces new meanings that serve to integrate the meanings already attached to disparate institutional processes. It is founded upon objectification and institutionalization and is one of three key processes in the social construction of reality. No Child Left Behind Act of 2001. This federal legislation demands systematic data on the performance of public education. One section of the legislation particularly mandates an emphasis upon on-going program evaluation. 11
Objectivation. This is the process of producing commonly understood evidence action. To be considered an objectivated product, it must be mutually understandable by both the product’s creator(s) and its audience(s). It is the first key process in the social construction of reality (Berger & Luckmann, 1967). Open coding. This process involves the examination of minute sections of text made up of individual words, phrases, and sentences and is one of the chief data analysis strategies of this study (Heppner & Heppner, 2004). Organizational knowledge creation paradigm. According to Smith (2007) such a paradigm is established by a leader who promotes life-long learning, sets high expectations, makes data-driven decisions, and aligns resources with learning (p. 34). Primary intended user. The stakeholder identified as the individual who “personally care[s] about the evaluation and the findings it generates” (Patton, 1997, p.44) and, for the purposes of this study, The School District’s superintendent. Program evaluation. According to Wholey, Hatry, and Newcomer (2004) “Program evaluation is the systematic assessment of program results and, to the extent feasible, systemic assessment of the extent to which the program caused those results” (p. xxxiii). As such, program evaluation is predicated upon a cause and effect model. Program. A program can be thought of as the composite aggregation of resources and other inputs, program activities, outputs, and outcomes, all tied together by causality and framed by results achieved by the program’s target population. Relevance. Relevance is delegated differently by different people according to each person’s values and priorities. It is used in this study to understand how individual 12
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 and 24: logical or sequential links among r
Page 25: Figure 1. The School District’s p
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
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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
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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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