Social Construction of Reality - Bad Request

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Data Collection Strategies This study involved data collection in several forms: gathering of pertinent documents, archival data, long and short interviews, electronic surveys, and, potentially, a follow-up review of literature. All interviewees were informed that the information obtained was for the evaluation of The School District’s program evaluation process with the intention of creating a transportable, site-specific model for program evaluations within The School District in the future. Prior to the start of research, a letter requesting permission to conduct the study within The School District (Appendix B) was sent to the superintendent. A letter of consent was obtained from the superintendent. All stakeholders were informed that any information gathered was used for the purposes of this research study; each signed an agreement of informed consent (Appendix C). Five data collection mechanisms were used (Figure 7). Long interviews. The researcher developed interview questions for the primary intended user (Appendices D and G). Two interviews, taking approximately 60 minutes each, were undertaken and digitally recorded. A research assistant transcribed the recording. Member checking of the transcripts occurred. Revisions were made, as called for, as a result of the member check. None of the revisions required more than revising a few words that the transcriptionist misheard. Document analysis. The No Child Left Behind Act of 2001, Missouri School Improvement Program (MSIP)- Cycle 4, The School District’s board policy, and The School District’s vision, mission, and goals were gathered. Archival data. The program evaluation data and material generated from The School District’s full-scale evaluation pilot was used. 51
Short interviews. Development of questions for the short interviews (Appendix E) was guided by issues raised during the first long interview with the primary user. Other stakeholders were 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. These interviews took approximately 20 minutes and were digitally recorded, as per Seidman (2006) and then transcribed by the research assistant. Member checking of the transcripts occured. Revisions were made, if called for, as a result of the member check. Electronic survey. Feedback from stakeholders and the process of the Delphi technique informed the development and implementation of questions for the electronic survey (Appendix F). The Delphi technique “aggregates the judgments of a number of individuals through a series of [questions]…to which individuals respond anonymously” (Garavalia & Gredler, 2004, p. 377). The conceptual underpinnings of objectification, instituationalization, and legitimation acted as a filter, serving to categorize the emergent data within the survey, which was constructed using Fink’s (2006) steps for surveys. The survey was powered by Survey Monkey (2008), which is approved by MU IRB for research purposes. In addition to the written informed consent form, the email invitation to participate in the electronic survey included assurances of confidentiality (Appendix H). Follow up review of literature. Process use surfaced as an unanticipated emergent theme. A secondary review of literature was undertaken to shed light on the implications. 52
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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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UTLIZATION-FOCUSED EVALUATION OF TH
Page 15 and 16: process-use within future evaluatio
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Page 19 and 20: Objectivation. Objectivation is the
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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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Page 71 and 72: Summary The School District had not
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Page 81 and 82: The School District’s vision, mis
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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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