Social Construction of Reality - Bad Request

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District’s vision, mission, and goals, but which was flexible enough to utilize on a variety of program evaluations. Setting and Population The School District selected for the case study was chosen because of its desire to pursue a study of program evaluation options culminating in some type of site-specific, transportable model for k-12 program evaluation. The superintendent and her cabinet were aware of the need to locate a model for program evaluation that would provide flexibility for a compendium of evaluation purposes. Moreover, The School District is noted for its open desire to pursue organizational knowledge creation, a facet of the culture promoted by its superintendent whose educational background stems from a unique mixture of leadership, policy analysis, and program evaluation. Research Path This case study was conducted as a Utilization-Focused Evaluation. As such, it is designed to involve the intended users in evaluating and determining the utility of results (Patton, 1997). The superintendent has requested a study of The School District’s program evaluation process. Moreover, the superintendent requested that the Utilization-Focused Evaluation approach be employed. See Figure 5 for an illustration of the research path for this study. The UFE was initiated via an interview (Appendix D) of the primary intended user, the superintendent, to determine the specific direction of the study and the program’s greatest need (Figure 5). Questions were framed in terms of vision and anticipated outcomes to allow for rich, thick description as recommended by Merriam (1998). In keeping with the UFE paradigm (Patton, 1997), questions for the interviews 49
with other stakeholders (Appendix E) will emerge from this opening encounter. The other stakeholders for this study are defined as the Superintendent’s Cabinet. In addition to the superintendent, the cabinet consists of the eight administrators who lead the district’s chief areas of service: Curriculum, Instruction, and Assessment; Elementary Education; Secondary Education; Human Resources; Community Relations; Finance; Special Education; and Technology and Operations. This study was based upon qualitative data. The qualitative data came from current and archival sources. Content analysis was performed on federal, state, and local documents; data was reduced using an affinity diagram. Data from The School District’s pilot program evaluation was analyzed, via content analysis, and reduced utilizing an interrelationship diagraph. As previously mentioned, interview questions were used to interview the superintendent and her cabinet (Appendices D, E, G). Following each interview, the tapes were transcribed to provide written text for analysis. According to Seidman (2006) “the primary method for creating text from interviews is to tape-record the interviews and to transcribe them. Each word a participant speaks reflects his or her consciousness” (p. 114). In addition to the face-to-face interviews, an electronic survey, constructed with open-end questions, was delivered to the stakeholders via an email link (Appendix F). Again, in keeping with the UFE design, questions for the electronic survey emerged from early research stages in an effort to ensure maximum utility of information for the intended users (Patton, 1997). All data was collected and triangulated to provide feedback, in the form of a recommended model for program evaluation, to the intended users for evaluation, the superintendent and her cabinet. 50
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UTILIZATION-FOCUSED EVALUATION OF T
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The undersigned, appointed by the D
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ACKNOWLEDGEMENTS The lessons I have
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fearlessness, and reminded me of wh
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Research Questions Research Methods
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LIST OF TABLES Table Page 1. Strong
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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
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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
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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
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Page 55 and 56: played into the use of electronic s
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Page 59 and 60: to achieve federal compliance (Ross
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Page 63: principles (Patton, 1997) in order
Page 67 and 68: Short interviews. Development of qu
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Page 71 and 72: Summary The School District had not
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Page 77 and 78: hoped the model would provide a pat
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Page 81 and 82: The School District’s vision, mis
Page 83 and 84: Figure 8. Step 1- Important concept
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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
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Page 101 and 102: Figure 12. An organic reporting too
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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
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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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Social Construction of Reality - Bad Request

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