Social Construction of Reality - Bad Request

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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 53
multidirectional thinking to integrate complexities and account for interrelationships (Brassard, 1996). transcripts. Short interviews. Open and axial coding were used on the short interview. Electronic survey. Open and axial coding were used on the survey results. Follow-up review of literature. To create an additional filter for data reduction, content analysis and synthesis was employed. 54
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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
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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
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: Short interviews. Development of qu
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
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Page 81 and 82: The School District’s vision, mis
Page 83 and 84: Figure 8. Step 1- Important concept
Page 85 and 86: Figure 10. A picture of “outgoing
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 97 and 98: published meeting schedule. Another
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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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Page 115 and 116: Table Two. The research findings ca
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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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