Social Construction of Reality - Bad Request

Data Analysis
This study utilized several mechanisms for data analysis and reduction: content
analysis, open and axial coding, affinity diagramming, and interrelationship diagraphing.
Long interviews. Open and axial coding was utilized on the long interview
transcripts. Denzin and Lincoln (2005) explain “coding is the first step in taking an
analytic stance toward the data” (p. 517.) Both long interviews will serve the UFE design
by ensuring that the primary intended user’s concerns are addressed. The second
interview will specifically function as the lens for “interpreting evaluation findings”
(Stufflebeam and Shinkfield, 2007, p. 233).
Document analysis. Content analysis was performed on 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. Merriam
(1998) notes that qualitative content analysis is different from conventional content
analysis in that it is a flexible process, one in which the researcher can analyze with the
intent of understanding theoretical relationships. For this study, the content analysis will
strive to elucidate connections between compliance mandates and the district vision,
mission and goals. The data reduction will result in an affinity diagram (Brassard, 1996).
Archival data. Content analysis was employed on the program evaluation data and
material generated from The School District’s full-scale evaluation pilot. Thereafter, an
interrelationship diagraph (Brassard, 1996) was employed to reduce the data. This
process allowed the researcher to map logical patterns that emerged from the information.
Because it does not require linear thinking, this technique will allow for the use of
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