Social Construction of Reality - Bad Request

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promoting organizational knowledge creation. The School District needs a program evaluation model that balances organizational knowledge creation with cost effectiveness, efficiency, and compliance issues. The purpose of this study was to conduct a Utilization-Focused Evaluation (Patton, 1997) of the program evaluation process of The School District. The study provided The School District a site-specific process and model for future program evaluations. 15
CHAPTER TWO REVIEW OF LITERATURE Introduction Problem, Purpose, Significance, and Delimitations of the Study 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. The purpose of this study was to provide a Utilization-Focused Evaluation (Patton, 1997) of The School District’s program evaluation process. The study provided The School District a site-specific process and model for program evaluations in the future. Significance. This evaluation was designed to provide a program evaluation model for The School District. The model provided the district with a transportable process, one which can be used on future program evaluations to support several non- exclusive outcomes: compliance with federal, state, and local mandates, process analysis, and organizational knowledge creation. This evaluation might also be of benefit to other organizations within the K-12 arena. Delimitations of the Study. There were several parameters on the study. The study was confined to one school district. The School District was selected based upon its 16
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 and 26: Figure 1. The School District’s p
Page 27 and 28: Objectivation. This is the process
Page 29: evaluation in general) is evaluatio
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,
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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
Page 125 and 126:
Nelson, M. & Eddy, R. M. (2008). Ev
Page 127 and 128:
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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