Social Construction of Reality - Bad Request

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The importance of the collective mind. It was through ELPA I learned the truth of this third theme. My professors and colleagues have all helped instill the requisite understanding that collaboration really does make a significant positive impact on the world and on individuals, particularly me. I owe a special thank you to my dissertation advisors, Dr. Joyce Piveral and Dr. Phil Messner. You have shifted my paradigm for thinking about learning and leading and have enabled me to become more expansive in my ability to do both. I am not only a better practitioner for having been guided by you, but I am a better person as well. Dr. Piveral, you have been a blessing in my professional life since my first year at Central and a seminal influence upon the paths I have chosen - thank you for so many years of guidance. I am also grateful to the other members of my committee for the time you spent helping me refine this research. Dr. Margaret Drew, Dr. Max Fridell, Dr. Michael Graham, and again, Dr. Piveral, and Dr. Messner, thank you all for your expertise and the generosity with which you shared it with me! Additionally, I am grateful for the instructional teams at MU, particularly Dr. Joe Donaldson and Dr. Margaret Grogan, from whom I learned so very much over the course of this program. This theme also is pertinent to the thanks I owe my colleagues in the St. Joseph School District. To the members of the Superintendent’s Cabinet- thank you for the support, wisdom, guidance, and patience you have extended to me during this process. Mrs. Marlie Williams and Dr. Jaime Dial, a special thanks to you for brownies, persistent reality checks, and friendship. I owe a significant debt of particular gratitude to my assessment office colleagues. Melody Boring - thank you for all you have taught me professionally and personally. You have helped me in more ways than you know. Kerry Shepherd, you have made me laugh, inspired me, kept me on track, modeled iii
fearlessness, and reminded me of what does and does not work - for this and more, thank you. Love and acceptance. The final theme is coded as love and acceptance and directly related to the importance of my dear family and friends, without whom I especially would not be the person I am. Thank you all for accepting and supporting the havoc that this commitment on my part created in your lives. To my parents and my parents-in-law (Gordon and Thea Ide, Patrick and Susie Thomas, and Robert and Susie Nelson) thank you so much for all you do and for being the role models you are to me. To my sisters and sisters-in-law (Steph, Ali, Whit, Anita, Rhonda, and Nora) and my brothers and brothers-in-law (Andy, Doug, Trey, Craig, Bob, Ron, and John) thank you for constantly being there and reminding me of what matters in life. To my friends - thank you for sticking by me and for all the encouragement, not to mention prayers, cards, calls, coffee, and candy you sent along the way. To my darling children, Kit, Ridge, and Lindsey- I am so very proud of you and grateful for all the slack you cut me these past few years. You are the ultimate source of joy, inspiration, and wonder. Your senses of humor and intelligence inform my worldview and continuously impact the meaning that I am able to make of life, both generally and specifically. Tom, thank you for the fact that you literally ran our entire household, stem to stern, during this process, for patiently doing all the things I couldn’t, and for making me get this done. I love you beyond measure. iv Kansha
Page 1 and 2: UTILIZATION-FOCUSED EVALUATION OF T
Page 3 and 4: The undersigned, appointed by the D
Page 5: ACKNOWLEDGEMENTS The lessons I have
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 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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interaction and particular context:
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to achieve federal compliance (Ross
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as a valid, legitimate contribution
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principles (Patton, 1997) in order
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with other stakeholders (Appendix E
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Short interviews. Development of qu
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multidirectional thinking to integr
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Summary The School District had not
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experience. The topic for this case
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study; each signed an agreement of
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hoped the model would provide a pat
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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
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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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