Social Construction of Reality - Bad Request

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pilot program evaluation were analyzed, via content analysis, and reduced utilizing an interrelationship diagraph. As previously mentioned, 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, specifically data analysis of interviews, in an effort to ensure maximum utility of information for the intended users (Patton, 1997). All data were 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. 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 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. Stakeholders were informed that any information gathered was used for the purposes of this research 59
study; each signed an agreement of informed consent (Appendix C). Five data collection mechanisms were used: long interviews, document analysis, archival data analysis, short interviews, and an electronic survey. This chapter will report the results of each of these research activities. This chapter is organized into several sections: introduction, first long interview, document content analysis, archival data content analysis, short interviews, electronic surveys, second long interview, original research questions, and summary. First Long Interview The primary intended user of the evaluation findings was identified as the superintendent of The School District. Therefore, research began with the first step in the data collection sequence-- a forty-five minute interview that took place in her office. The interview was tape-recorded to “ensure everything said [was] preserved for analysis” (Merriam, 1998, p. 87). A research assistant not affiliated with The School District then transcribed the tape verbatim the same day. The transcript was returned immediately upon completion to the interviewee who confirmed its accuracy via member-check as recommended by Merriam. The rapid turnaround ensured that the interviewee would have the experience fresh in her memory when she reviewed the transcript. In addition to the tape recording, notes were taken during the interview to record researcher thoughts and reactions. The first long interview was driven by two questions: (a) What is your vision for program evaluation in your school district? (b) What are the anticipated outcomes from evaluation in your mind? The superintendent confirmed the fact that she was the primary intended user of this study of the evaluation model. She identified the members of her cabinet as the major stakeholders. She stated that she believed this Utilization-Focused 60
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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
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One leader trained by this program,
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Objectivation. Objectivation is the
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developing, innovating, or changing
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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 37 and 38: 5. Eclectic Evaluation (1 approach
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Page 41 and 42: Figure 3. The Utilization-Focused E
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Page 65 and 66: with other stakeholders (Appendix E
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 81 and 82: The School District’s vision, mis
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Page 87 and 88: Short Stakeholder Interviews The ne
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Page 105 and 106: CHAPTER FIVE DISCUSSION WITH CONCLU
Page 107 and 108: Discussion of Findings Three resear
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Page 123 and 124: 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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